Sup4pcl.aucegypt.edu



-11303011112500Application FormSelection: 2016KA2 – Cooperation for innovation and the exchange of good practices – Capacity Building in the field of Higher Education Call for Proposal EAC/A04/2015 FORMTEXT School and University Partnership for Peer Communities of Learners SUP4PCL TITLE \* Caps \* MERGEFORMAT DETAILED DESCRIPTION OF THE PROJECT(To be attached to the eForm)Version 1 (2016) – 20.10.2015PART D - Quality of the project team and the cooperation arrangementsD.1. Organisations and activitiesThis part must be completed separately by each organisation participating in the project (applicant and partners). Partner number ?P1Organisation name & acronymAmerican University in Cairo AUC, Middle East Institute for Higher Education MEIHED.1.1 - Aims and activities of the organisationPlease provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.) relating to the area covered by the project (limit 2000 characters).The American University in Cairo (AUC) is the region’s leading English-language University and a center of the social, political and cultural life of the Arab world. AUC is a crossroads for the world’s cultures and a vibrant forum for reasoned argument, spirited debate and understanding across cultures. The Middle East Institute for Higher Education (MEIHE) was established in 2010, as a complementary institution to the Graduate School of Education (GSE, est. in 2009), at AUC. MEIHE focuses on the development of teachers as empowered agents of change. It aims to strengthen the organic link between pre-university education and higher education. Through its very mandate, MEIHE mediates between school based reform and the reform of faculties of education. It aims to align both strands of educational reform in the region. By focusing on the forward and backward linkages of higher education reform with an emphasis on teachers, the MEIHE aims to address education on many different levels such as research, capacity development, coordination and institutional building.MEIHE aims at internationalizing higher education, specifically faculties of education through coordinating linkages, twining processes, collaborative research and exchange programs with other faculties of education across the world. MEIHE also aims at building the capacity of other institutions for higher education while supporting the creation of new centers, by using innovative concepts such as outreach, mentorship and the professional development of teachers. The institute places great importance on partnerships, both internal and external with global institutions to develop programs that empower teachers to become agents of change through their continuous professional development. The Mission of MEIHE is: “To accompany educational reform in the region and render higher education relevant to school and classroom improvement.”Please describe also the role of your organisation in the project (limit 1000 characters).The role of MEIHE will be to design and oversee the implementation of the project while creating adequate management mechanisms. This project is particularly complex with diverse stakeholders in a very large educational system, which is highly centralized and hard to penetrate. Hence the essential role of MEIHE, given its past track record and experience, is to bridge the gaps between the policy level and the implementation on the ground as well as coordinate and manage the complex relationships between the various stakeholders. This will entail a great deal of labor-intensive activities such as policy dialogue and advocacy at many levels, such as school leadership, local ministerial leadership and central ministerial leadership in addition to high-level cabinet policy makers as well as the Parliament. All these activities will be crucial for the initiative to succeed in a highly centralized system as the Egyptian one and also to make sustainable transformations.D.1.2 - Operational capacity: Skills and expertise of key staff involved in the project Please add lines as necessary.Name of staff memberSummary of relevant skills and experience, including where relevant a list of recent publications related to the domain of the project.Malak ZaaloukProf. Zaalouk is a Professor of Practice at the Graduate School of Education, and the founding Director of MEIHE at AUC. She has been involved in high-level policy making both at the national, regional and international levels through her various previous functions at UNICEF as the Senior Advisor of Education in the MENA region, a member of the Global Monitoring Report Board, a member of the Global Advisory Committee for Girls Education and currently a member of the Presidential Council for Education in Egypt. She sits on many other boards and committees that are related to policy making and publications. Some of the relevant publications were:Zaalouk, M, The Pedagogy of Empowerment: Community Schools as a Social Movement in Egypt. American University in Cairo Press 2004------------------------Author of the Education component in the Egypt Human Development Report Choosing our Future: Towards a new Social Contract , UNDP, 2005-------------------, “ Globalization and Educational Reform: What Choices for Teachers?”, in World Year Book of Education 2013-------------------, “A human economy: A third way for the future of young People in the Middle East and North Africa” in International Review Education DOI 10. 1007/s11159-013-9370-4 Springer 2013-------------------, “Analysis and Policy Recommendations for better Access and Quality of Basic Education in Rural Upper Egypt” in H. Handoussa (ed.) Analysis of Social Policies affecting Egyptian Rural Communities” Published by the African Development Bank In Cairo, 2014.Heba El DeghaidyDr. Heba EL-Deghaidy is an Associate Professor of science education at the Graduate School of Education at the American University in Cairo. She has contributed to other TEMPUS projects in the areas of teaching pedagogies and sustainable development.?She has an international reputation as an educational researcher, as she has published widely on teacher education, science education, STEM/STEAM education.?Selected relevant publications in this area include:EL-Deghaidy, H., Mansour, N., Aldahmash, A. & Alshamrani, S.?(2015). A framework for designing effective professional development: Science teachers’ perspective in a context of reform.?EURASIA?Journal of Mathematics, Science & Technology Education,?11(6), 1579-1601. DOI:?10.12973/eurasia.2015.1424aBiasutti, M. &?EL-Deghaidy, H.?(2015). Interdisciplinary project based learning: An online Wiki experience in teacher education.?Technology, Pedagogy and Education,?24(3), 1-17. DOI: 10.1080/1475939X.2014.899510EL-Deghaidy, H., Mansour, N., & Alshamrani, S.?(2014). Science teachers' typology of CPD activities: A socio-constructivist perspective.?International Journal of Science and?Mathematics Education,?13?(6), 539-1566. DOI 10.1007/s10763-014-9560-y?Mansour, N.,?EL-Deghaidy, H.,?Alshamrani, S. & Aldahmash, A.??(2014). Rethinking the theory and practice of continuing professional development: Science teachers’ perspectives.?Research in Science?Education,?44(6), 949-973. DOI: 10.1007/s11165-014-9409-yBiasutti, M. &?EL-Deghaidy, H.?(2012). Using Wiki in teacher education: Impact on knowledge management processes and student satisfaction.?Computers & Education, 59?(3), 861–872.Dana SabbahDana Sabbah is a Research Associate at the Middle East Institute for Higher Education (MEIHE), Graduate School of Education at The American University in Cairo (AUC), and worked on the EU/ TEMPUS project “The Capacity Development of Faculties of Education” (CDFE). She earned her MA in Gender and Women Studies from the American University in Cairo. Her thesis title was: “Social Inclusion or Exclusion? Never-Married Singles in West Amman”. Ms. Sabbah followed her interest in research and worked as a research assistant with the Institute for Gender and Women Studies (AUC).The focus of the research was gender and migration highlighting the concepts of human rights, policies and meaning of citizenship. In addition, she worked as Pedagogy and Assessment Officer at the Center of Learning and Teaching in the same university. Different research and professional areas are of her interest are: education, gender issues, social anthropology, human rights, culture and meanings of identity and citizenship. Partner number ?P2Organisation name& acronymFaculty of Education (FoE), Alexandria University (AU)D.1.1 - Aims and activities of the organisationPlease provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.) relating to the area covered by the project (limit 2000 characters).In 1938, the nucleus of the Alexandria University (formerly known as Farouk University) was established in the form of two faculties: the faculties of Arts and Law. The faculty of Engineering was established in 1941. With a view towards meeting the need of the people of Alexandria, four additional faculties, Science, Commerce, Medicine and Agriculture, were added. In 1952, it was renamed "Alexandria University". Since then, the University expanded in several fields reaching 22 Faculties and high institutes and included a faculty of education. AU also has several branches in the region, including Matrouh in Egypt, Southern Sudan and Chad Branch; plans are also underway to start a branch of AU in Basra, Iraq. At the current time, AU offers programs to 150,000 undergraduates and 20,000 graduates. AU was selected among the top one hundred universities according to the British Ranking (BRICS) 2014. AU came in 93rd?place at the global level according to the Times Higher Education World University Rankings in 2014. The Faculty of Education (FoE), Alexandria University, was Founded in 1966 and has 3 branches: Alexandria, Mersa Matruh (Egypt) and Republic of South Sudan. The FoE provides programs for teacher education and others for teachers and educational leaders professional development. FoE supports schools by providing consultation, seminars and workshops. Also, the Faculty has a center of educational services that provides varied professional development programs in Egypt and Qatar for the teachers, supervisors and educational leaders. The FoE has participated in Capacity Development of Faculties of Education in International Approaches to Teacher Education (CDFE), and played a significant role in the establishment of the Center for Education for Sustainable Development. Both projects are supported by the European Union. CDFE contributed in supporting the FoE’s activities and initiatives in the field of professional development, Practicum and Action Research.Please describe also the role of your organisation in the project (limit 1000 characters).The Faculty of Education (FoE) seeks to be an effective partner in this project through the technical support provided by its faculty members. These members participate in projects at the local, regional and international level with international institutions including: UNESCO, UNICEF and World Bank. Alex FoE can take part in the following project activities:? Study and documentation of the best practices in faculties of Education in Egypt.? Visit exchange with partner universities to identify good practices in the areas of the project.? Participation in the project's quality assurance through activity documentation and writing assessment reports. The FoE has extensive expertise in evaluation and impact assessment of school improvement initiatives. The project team understands the current context of Egyptian teacher development and of the consequent opportunities and challenges. The team has developed good relations with the Ministry of Education directorate and surrounding schools.D.1.2 - Operational capacity: Skills and expertise of key staff involved in the project Please add lines as necessary.Name of staff memberSummary of relevant skills and experience, including where relevant a list of recent publications related to the domain of the project.Dr. Salah ElkharashiDr. Salah Elkharashi is a professor of Curricula & Mathematics Education at Faculty of Education-Alexandria University. He has more than 20 research studies published in Egypt and abroad related to the field of Math education and teacher education and development. Researches related to this field include: -A Suggested Program for Developing Math Teaching Skills among Students of the Faculty of Education and its Effect on Developing the Skill of proving Geometric Problems.-Math curricula and the socialization of knowledge - An analytic study of the math curricula of the elementary stage in Yemeni society.-Educational Research of the Faculty of Education Students in the Field of Curricula and Methods of Teaching - The reality and the most important trends with special focus on math teaching.-Performance of Teaching Mathematical Problem Solving and the Related Beliefs of the High-school Math Teacher - Determining reality and an experiment to improve it.Prof. Salah taught and developed various courses, instructional material and school books in Egypt, Yemen and the United Arab Emirates. He participated in developing academic guidance at both universities of education in Sana'a and the United Arab Emirates and participated in various conferences, symposia, and educational workshops as well as helping in organizing many educational seminars and workshops.Prof. Salah is a head consultant for reviewing math curricula of Nile Egyptian Schools (NES) prepared by Cambridge University and provided counselling for the implementation of new curricula of math for elementary, preparatory and secondary stage. He participated in planning, implementing and evaluating many of the professional development programs and activities inside and outside of Egypt including programs and projects overseen by the Ministry of Education, the Ministry of Higher Education, the American University in Cairo(AUC), the world bank ,United Arab Emirates University, the Alexandria University, the world Bank, UNESCO, UNICEF, the Education Reform Program (ERP) funded by USAID, the Arab Academy for Science, Technology and Maritime Transportation, Career Development & Consultations Academy CDCA and teaching academy in Qatar . Prof. Salah is a lead consultant for many programs and projects including the national standards of education in Egypt, teachers’ standards, the standards of Math teacher performance, Teacher’s cadre placement tests and teachers’ promotions system. He offers counseling in the field of planning, administrating, evaluating, and implementing of career development in Egypt, Yemen, The United Arab Emirates and Qatar.Prof. Salah was the leader of the Alexandria University team in the project of “Capacity Development of Faculties of Education in International Approaches to Teacher Education (CDFE)” and the coordinator of Action Research in All Schools (ARAS) project.He established the quality assurance unit at the Faculty of Education, Alexandria University and participated in the efforts and activities of the national authority for quality assurance and accreditation in Education NAQAAE.Prof. Salah held positions of: Head of Scientific Specialties and head of the Math& Math teaching Department at the Faculty of Education - Sana’a University, head of the distance learning center at Fujairah and Abu Dhabi Faculty of Education, United Arab Emirates University and General Supervisor of Distance Learning at the United Arab Emirates University.He received various awards and certificates of merit in Egypt and other Arab countries in recognition of his efforts in the fields of scientific activities, community and university service, and professional development for teachers and educational leaders.Dr. Medhat Ahmed El-NemrProfessor Medhat has received his PhD degree from the University of Colorado, USA in biology education in 1997. And earned his professorship in science education as a faculty member in the department of curricula and methodology, FoE , AU in 1992.Professor Medhat always displayed a deep commitment to his work and he is an excellent academic and remains up to date in his knowledge. He possesses management skills, which ensures that the tasks he performs progress smoothly with each member of the team fully aware of his/her role and responsibilities. His success lies in the careful planning he devotes to every task he is given. This ability is what earned him the right to be positioned in a number of leadership positions where he put into practice his talent. He has conducted a number of high profile projects in the field of education reform in Egypt. This was an excellent opportunity for him to implement his great management, organization, and academic skills. Under his leadership the projects have enjoyed great success and he has gained well deserved recognition at the national level in Egypt. Among the activities he Professor Medhat conducted and managed are the following:- Participating as a lead Consultant in developing the conceptual framework of the Professional Academy for Teachers (PAT). From February to July 2007.- Participating in an Educational Testing Service (ETS), New Jersey, training program for Test Item Analysis Utilizing Item Response Theory (IRT), Within the "Teacher Cadre Placement Test" Project, provided by Educational Reform Program (ERP) Funded by USAID, from 12 to 15 July 2008.- Lead of the training team for faculty leaders in the participating colleges in the Development of Students' Assessment and Exams in Alexandria University Project (DSASP), on assessment concepts, functions, and processes and test design and analysis. October 2009 to 2011. - Representing Alexandria University in the Training workshop on Education for Sustainable Development - in the EU funded project EduCamp (511132-TEMPUS-1-2010-1-DE-TEMPUS-JPHDS) by RCE Graz-Styria in the period from March 18-22- 2012, at the University of Graz, Austria.- Representing Alexandria University in the Training workshop on Biodiversity- in the EU funded project EduCamp – Education for Sustainable Development beyond Campus (511132-TEMPUS-1-2010-1-DE-TEMPUS-JPHDS) in the period from May 27-31-2012 in Torres Vedras, Portugal.- Representing Alexandria University in the Training workshop on Water - in the EU funded project EduCamp – Education for Sustainable Development beyond Campus (511132-TEMPUS-1-2010-1-DE-TEMPUS-JPHDS) in the period from January 21st -25th -2013 in Aachen RWTH, Germany.- Representing Alexandria University in the visit to The Open University (UK & Scotland) to discuss and research aspects of Teacher Professional Development as part of the EU funded (CDFE) TEMPUS Project. In the period from 15-28 September, 2013, Melton Keynes, Edinburgh, UK.- Representing Alexandria University in the visit to Leicester University (UK) to discuss and research aspects of Teacher Professional Development and Action Research as part of the EU funded (CDFE) TEMPUS Project. In the period from 21-29 October, 2013, Leicester, UK.- Representing Alexandria University in the visit to the University of Malta to discuss and research aspects of Teacher Professional Development (the Practicum) as part of the EU funded (CDFE) TEMPUS Project in the period from 24 November to 7 December 2013, Malta.- Representing Alexandria University in the visit to the University of San Joseph University (SJU) & the American University in Beirut (AUB) to discuss and research aspects of Teacher Professional Development (the Practicum) as part of the EU funded (CDFE) TEMPUS Project in the period from 2-10 December 2014, Beirut, Lebanon.Dalia ElhawaryDr. Dalia Elhawary is a lecturer of teacher education in the Department of Curricula and Methodology at the faculty of Education (FoE), Alexandria University (AU). She has recently contributed to the Tempus project: “Capacity Development of Faculties of Education CDFE” and played a key role in establishing the innovative online PD project for the FoE at AU. She has an extensive academic experience in the area of reflective teaching and using ICT to support teacher learning. She was one of the leading figures contributing to the establishment of the CALL lab and programme in the English department at the FoE. Her current job involves teaching different courses in the Initial Teacher Education (ITE) programme and Post graduate programme (MA & PhD); these include Inquiry based approaches in teacher education and professional development. Dr. Dalia’s contributions in CPD activities at national and international levels are well recognized. She is an active member in the CPD activities that are led by the FoE in collaboration with the Ministry of Education (MoE). She has worked closely with the MoE and schools in the national wide project of accreditation- her work involved working with schools and teachers to identify and satisfy their professional development needs. She played key roles in developing materials for schools and accreditation teams, visiting schools, giving presentations and conducting workshops as part of accreditation awareness-raising campaigns as well as conducting “schools accreditation” pilot study. She also offered consultancies to NAQAA (National Association for Quality Assurance and Accreditation). Since 2012, she has also worked as a consultant and examiner for Cambridge International Examinations – her work involved training and assessment for the Cambridge PD International Certificate and Diploma for Teachers and Trainers. Her research interests include Computer Assisted Language Learning (CALL), social media application and foreign language teaching and learning, computer based assessment and feedback, reflective teaching, teaching English to young learners, teacher education and continuous professional development, ICT in teacher education and teacher continuous professional development.Dr. Maha ElkomyDr. Maha Elkomy is a lecturer at Alexandria University, Faculty of Education, Curricula and Instruction Department. She received her PhD in standards-based alternative assessments. She has been teaching TEFL Methodology, Content analysis of EFL Syllabi, Exceptional Student Education, Recent Trends in Methodology, Models of Instruction and general English. Her current research emphasis focuses on alternative assessments, material development, social media applications and teacher professional development. She has a good command of computer and internet skills gained through work experience and training workshops. She attended several language programs amongst them is "The Assessment Literacy Program for Egyptian English Language Educators" sponsored by the Educational Testing Service at the American University in Cairo from August 25- 28, 2012. She was also a co-trainer in the Initial Teacher Training (ITT), Modules title: 1. Learning Theory and Practice, 2. Teaching Methodology, Nile Egyptian Schools (NES), August, 2011. Cairo, Egypt. Another training provided by her was entitled: "Longman's Nationwide Summer Training Program: Hello! English for Secondary Schools, Year Three", August-2012, at the Teacher Training Center, Alexandria, Egypt. Maha participated in "CDELT Standards for English at Pre-service (STEPS) Project" sponsored by the IELP-II, in September 7- 12, 2002, Cairo, Egypt. Moreover, she has been involved in Transformations Conference Orientation Program held in Cairo (American University of Cairo), Egypt in September 13th -18th, 2014. She took part in Tempus Exchange Visits program held in the Faculty of Education, Alexandria University from 20-24 April, 2014. She gave a presentation entitled: "Initiatives for improving practicum: Improvement action plan of Alexandria University". She was also a co-presenter in the WP4: AU Case Study, University of Leicester Visit held in the FoE, AU from 1-5 March, 2015. Dr. Alsaeed Saad AlshamyDr. Alsaeed Saad Alshamy (saeed.alshamy@edu.alexu.edu.eg) is an assistant professor at Foundations of Education Department, Faculty of Education, Alexandria University, Egypt. He holds PhD in Education from University of Birmingham, UK, in 2011. His PhD dissertation mainly addresses global trends in funding mechanisms and quality assurance systems in higher education. In 2010, he was ADEPT Co-ordinator for College of Social Sciences, Careers and Employability Centre, University of Birmingham. ADEPT was an initiative from the Careers and Employability Centre designed to support the career development of doctoral researchers.From December 2015 till present, he is Tuning Coordinator for "Tuning Africa: Course design for outcomes based learning in higher education", Online Course, Tuning Academy, Deusto University, Spain. From April 2014 till November 2015, he was director of Development of Students' Assessment Systems Project (DSASP) in Faculty of Education, Alexandria University.From December 2015 till present, he is a board Member of "Support and Development of Educational Effectiveness in Higher Education Institutions (SDEE)" Project, Faculty of Education, Alexandria University.From September 2013 until present, he is board Member of the executive team of Quality Assurance Unit, Faculty of Education, Alexandria University.From September 2014 till July 2015, he was board member of Faculty and Leadership Development Centre (FLDC) – Alexandria University.He also has a great training experience in several institutions such as: ''Arabic Group for Studies'' – Ain Shams University; the Professional Academy for Teachers in Alexandria; Faculty and Leadership Development Centre (FLDC) – Alexandria University; and the Educational Services Centre, Faculty of Education, Alexandria University, Alexandria, Egypt. Currently, he is Director of Measurement and Assessment Unit, Faculty of Education, Alexandria University.Through his participation in several projects on the national and international level, he has developed several skills including: communication skills, computer skills, leadership, teamwork and project management.Partner number ?P3Organisation name& acronymHelwan University ( HU)D.1.1 - Aims and activities of the organisationPlease provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.) relating to the area covered by the project (limit 2000 characters).Helwan University was established as a Technological University. It encompasses Arts, Commerce, Pharmacy, Science, Education, Social Service, Laws, Tourism &H.M, Home Economy, Engineering, Computers and Information, Industrial Education, Nursing, Fine arts, Applied arts, Art education, Music education and Physical Educational Faculties. The main campus is in Ain Helwan, Cairo. A number of faculties have been moved there, while others are still located in Zamalek, Boulaq, Giza and El Manyal. Huge campus was constructed at Ain Helwan so that ultimately all the university faculties would have one location. The Faculty of Education was established according to the agreement of the Supreme council of Universities in 8/8/1981, and the ministerial law No.927 in 13/10/1982. The Faculty began to admit its students in 1982/1983 and the first group graduated in May 1986. The faculty of Education aims at: Preparing qualified and professional teachers for teaching profession and providing them with professional development inside the schools. Our institution also aims at preparing educational researchers to develop the educational process and publish the research results to help in the professional development of the school community. Also, enhancing the educational practices to disseminate the modern educational trends and apply them for community service and professional development of school leaders and teachers. The FOE Cooperates with the ministry of education in studying the educational problems and continuous professional development to Serve the community through the training programs and workshops. The Faculty of Education includes eight scientific departments, Foundations of Education, Comparative Education and Educational Administration, Educational psychology, Psychological Health, Curricula and Teaching Methods, Education Technology, Kindergarten, and Industrial Education. Please describe also the role of your organisation in the project (limit 1000 characters).FOE has begun to adopt a new culture of professional development, which is clinical professional development. The faculty staff has begun to train student teachers and the school teachers through practicum education inside their schools. FOE has the approval of establishing CPD unit to help in school based CPD and to achieve the following goals: Professional development for the school teachers and leaders to be fully qualified to supervise the student teachers, applying the most recent teaching strategies through practicum and supporting school development through applying action research.D.1.2 - Operational capacity: Skills and expertise of key staff involved in the project Please add lines as necessary.Name of staff memberSummary of relevant skills and experience, including where relevant a list of recent publications related to the domain of the project.Ahmed Ismail Ahmed HeggiProfessor of Comparative Education and Educational Administration.Manager of the Faculties of Education Enhancement Project 2004- 2007. The outcomes and achievements of the project include planning professional development programs for the faculty staff to be able to help in the training of the school community. Participation of the Capacity Development of Faculties of Education in International Approaches To Teacher Education Project. TEMPUS (2012- 2016).Head of the Projects Management Unit in Helwan University 2002- 2004.Executive supervision of the implementation of different projects in Helwan University.Training of Educational leaders in Egypt.Participation in training the school teachers and supervisors in the Ministry of Education.Designing a School Based Training system to prepare school leaders.Planning the training programs for educational leaders in some Arab countries and participating in its implementation.Participation in setting and designing the Professional Development Schools Protocol in FOE/ Helwan University.Publications:Evaluative Study of the Qualifying system of the Primary School Teachers in Egypt (1986).Training the Educational Leaders in Egypt (2007)Continuous Education and Life Long Learning (2003).School and Classroom Management (2009)Teacher Education Systems and its Professional Development in European and American Countries. Lubna Mahmoud Abdelkarim ShehabLecturer of Comparative Education and Educational Administration.Head of the" Training and Capacities Development" committee in the Faculty of Education/ Helwan university.Preparation and Designing the Training and Professional Development Manual for the CPD unit in the FOE/ Helwan.An accredited trainer from the Professional Academy for Teachers (PAT).Coordinator of the Professional Development Schools Protocol in FOE/ Helwan in collaboration with Cairo Educational directorate.Working as a translator and evaluator of different projects within the Faculties of Education Enhancement Project.Participating in the training of teachers and principals of secondary schools.A member of the Egyptian Association of Comparative Education and Educational Administration.Participating in supervision of the teachers` cadre exams in Helwan University.Executive supervisor on the lab of the Educational Management Virtual Diploma in the Faculty of Education / Helwan University. Training the teachers and principals of the secondary schools through the following program" Contemporary Trends in Secondary School Management"Training the leaders in the Policies and Strategic Planning administration, Cairo Educational governorate on "Strategic Planning" and "Effective Leadership".Participation in the coordination of the training of inclusive teachers in collaboration with the Policies and Strategic Planning Administration, Cairo Educational directorate.Participation in a study visit program held by the Institute of International Education, Stockholm university within the framework of the Capacity Development of Teacher Education Programs, European Union TEMPUS project, 16- 26 Sept., 2013.A member of the European Union TEMPUS project, for the Capacity Development of Teacher Education Programs, in the following areas: professional development, practicum education and action research.Publications: "A Proposed Proposal for Professional Development Schools in the Light of Some Foreign Countries` Experiences", Master dissertation, Comparative Education and Educational Administration department, Faculty of Education, Helwan University, Cairo, 2006.Reinforcement of Competitiveness in Pre- University Education in the Light of some Foreign Experiences", Education journal, the Egyptian Association of Comparative Education and Educational Administration, 2013.Ragab Al Sayed Abdel Hameed Almeehy Professor of Curricula and Teaching Methods.Manager of the Capacity Development of Faculties of Education in International Approaches To Teacher Education Project. TEMPUS (2012- 2016).Participation in a study visit program held by the Institute of International Education, Stockholm university within the framework of the Capacity Development of Teacher Education Programs, European Union TEMPUS project, 16- 26 Sept., 2013.Participation in a study visit program held by the Institute of Education, London University within the framework of the Capacity Development of Teacher Education Programs, European Union TEMPUS project, April, 2013.Participation in a study visit program held by the University of Malta within the framework of the Capacity Development of Teacher Education Programs, European Union TEMPUS project.Executive Supervision of the implementation of the Professional Development Schools protocol in Collaboration with Cairo Educational Directorate. Hanan M. K. M. MorsyLecturer of Instructional Technology Dept.Former consultant of minister of education.Manager of the Career development Centre at Helwan University. A center that offers students and graduates training and Job vacancies. Preparation and Designing the Training Manual for the CDC Centre at Helwan.An accredited trainer from Training of trainees certificate (TOT) National Centre of Fellowships and Leaders Development (NCFLD) Egypt, Certified International Professional Trainer (CIPT), Management Development Institute Missouri State, Professional Training Certificate, American Institute of Professional Studies (AIPS), International Instructor Endorsement, Southwestern Accreditation Council, Professional Training Certificate, NAQAA Egypt.Master trainer at leadership and Lecturer development center at Helwan University.Coordinates the partnerships between school and university. Working as a translator and evaluator of different projects within Helwan University Enhancement Project.Participating in the training of teachers and principals of primary and secondary schools.A member of the Egyptian Educational Technology Association.Participating in supervision of the teachers` cadre exams in Helwan University.Practicum supervisor at Faculty of Education / Helwan University. Training the teachers and principals of the secondary schools through the following program" Contemporary Trends in Secondary School Management"Training the leaders in the Policies and Strategic Planning administration, Cairo Educational governorate on "Strategic Planning" and "Effective Leadership".Participation in the coordination of the training of inclusive teachers in collaboration with the Policies and Strategic Planning Administration, Cairo Educational directorate.Participation in a study visit program held by the Institute of International Education, Stockholm university within the framework of the Capacity Development of Teacher Education Programs, European Union TEMPUS project, 16- 26 Sept., 2013.A member of the European Union TEMPUS project, for the Capacity Development of Teacher Education Programs, in the following areas: professional development, practicum education and action research.Partner number ?P4Organisation name& acronymAin Shams University (ASU)D.1.1 - Aims and activities of the organisationPlease provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.) relating to the area covered by the project (limit 2000 characters).Ain Shams University (ASU) was established in 1950, it is the third oldest university in Egypt. The university includes 15 faculties and 2 high institutes. It includes more than 200,000 students, 14,000 staff members, 4,000 assistant staff and more than 100 centres and special units. The university has activated resources and enriched the experiences of students. ASU is a leading university in innovation, pedagogy and technology. It has an international record of five stars in teaching and mobility according to QS Ranking. Faculty of Education FOE is the oldest Faculty of pedagogy in Egypt (EG). It was first established in 1880 under the name of the high school for teachers. In 1929 the higher institute of Education was established and in 1941 a department for higher studies was established for the purpose of certifying Master Degree candidates in cooperation with Faculty of Arts, Cairo University. In 1950 the institute was integrated with ASU. In 1951 the institute started a special diploma in Education and in 1956 became a faculty: FOE, ASU. In 1966 a presidential decree no. 3123 was issued to make the faculty of teachers join ASU. At the end of 1970 the faculty of teachers started to work under the FOE .It is considered the most distinguished institution in the field of teacher preparation in EG and the Arab world. It is also considered the in- service training institution for Ministry of Education MOE. It has been providing many training programs for public, private and international school teachers in EG. Its professors have contributed deeply in developing and improving the curricula for MOE. It has established many educational programs and supported MOE initiatives of Professional Development for over 5 years. It has a large network in schools all over EG and has managed school education programs in under-privileged areas in EG.Please describe also the role of your organisation in the project (limit 1000 characters).FOE understands the importance of the link between the school and the university to improve the quality of teaching in EG since it is the college of teachers responsible for providing the needed support for teachers after graduation. It provides pre-service training through practicum for 174 schools in EG. It has different educational departments which provide different programs for both undergraduate and graduate students locally, nationally and internationally. It has expertise in Mental Health and Special Needs. It has also many centres of education and psychological counselling, which are considered support units for in-service teachers. FOE established centre of excellence in education, which is accredited from the Professional Academy PA for providing the educational preparation of in-service teachers program. It manages to provide alternative paths to teaching through providing many educational programs and diplomas like STEM through partnerships with other universities. D.1.2 - Operational capacity: Skills and expertise of key staff involved in the project Please add lines as necessary.Name of staff memberSummary of relevant skills and experience, including where relevant a list of recent publications related to the domain of the project.Prof. Said Mohamed KhalilProf. Said Khalil is the Dean of ASU FOE. He is a professor of Inorganic Chemistry. He has a strategic plan for improving FOE and enhancing its strategic role in contributing to reforming Education in EG. Said's leadership and management of the FOE includes CPD of staff members, research assistants, administrative staff and students in undergraduate and postgraduate level. He participated in the project of preparation of primary school teacher. He also conducted programs for developing chemistry teachers of secondary schools in collaboration with the PA in MOE in 2013. He participated in reviewing Criteria and Indicators of the Chemistry Subject for Secondary School Students workshop at the Center for Curriculum Development, MOE in 2013/2014.Said also conducted an Action Educational Program for non-qualified solving the problem of some teachers promotion process.He contributed to the program Mastery of literacy drop-outs of education in under-privileged areas in EG in collaboration with the MOE. Additional to this Said Khalil is the coordinator of the action research project ARAS in schools in cooperation with the Middle East Institute for Higher Education at the American University in Cairo in 2014. He participated as a researcher in the project funded by the Deanship of Scientific Research Taibah University under the title: "Chemical kinetics studies about cracking some Pollutants in water using Fenton's Reagent." He is also a team member in the development of the strategic plan for the basic sector of Science in Ain shams University 2012- 2017.Recent Publications include the following:Synthesis, spectral, X-ray diffraction, antimicrobial studies, and DNA binding properties of binary and ternary complexes of pentadentate N2O3 carbohydrazone ligands, Magdy Shebl and Saied M.E. Khalil, Monatshefte fur Chemie Chemical Monthly, 146, (1), (2015), 15-33. Synthesis and Characterization of Copper (II) Complexes Containing Sulfur/Nitrogen Donor Sets. Mimicking the Function of Phenoxazinone Synthase and Catechol Oxidase, Abd El-Motaleb M. Ramadan, Youssef L. Aly, Saied M. E. Khalil, Magdy Shebl and Ramy A. S. El-Naem, International Journal of Advanced Research, 3,(7),(2015) 10-29.Mono- and binuclear copper(II) complexes of new hydrazone ligands derived from 4,6-diacetylresorcinol: Synthesis, spectral studies and antimicrobial activity, Magdy Shebl, Mosad A. El-ghamry, Saied M.E. Khalil, Mona A.A. Kishk, Spectrochimica Acta Part A: Molecular and Biomolecular Spectroscopy 126 (2014) 232–241.Synthesis, spectroscopic studies, molecular modelling and antimicrobial activity of binuclear Co (II) and Cu (II) complexes of 4,6-diacetylresorcinol. Magdy Shebl, Saied M.E. Khalil, A. Taha, and M. A. N. Mahdi, Accepted for publication in Spectrochimica Acta Part A: 113, 356-366 (2013)Mono, bi- and trinuclear metal complexes derived from new benzene-1,4-bis(3-pyridin-2-ylurea) ligand. Spectral, magnetic, thermal and 3D molecular modelling studies, Mosad A. El-ghamry, Akila A. Saleh, Saied M.E. Khalil, Amira A. Mohammed. Spectrochimica Acta Part A: Molecular and Biomolecular Spectroscopy 110 (2013) 205–216Dr. Rasha Kamal MohamedRasha is the key person in several research projects in Education. She is a very good researcher of new trends in international educational systems. She is a skillful trainer for pre-service and in-service teachers. She is specialized in teaching new innovative methods and techniques of teaching English Language enhancing the values and ethics of teaching career that should be considered in the CPD of school teachers. She also delivers leadership programs like "Teambuilding for Team Leaders". She taught two courses introducing new methods of teaching English Language and Civilization to Canadian pre-service school teachers at University of Prince Edward Island UPEI in Canada. She studied training program about how to apply V3SK model in different educational context in National Institute of Education NIE, Singapore 2014 as well as got acquainted with the effective link between the NIE and schools in the preparation of qualified school teachers. She worked at the National Authority for Quality Assurance and Accreditation of Education (NAQAAE) for 2 years. She participated as a researcher in many national projects of Education. Studied a training course in (NAQAAE) titled "Self Evaluation and Improvement Plans in Pre- University Institutions", " Learning Outcomes and Curriculum Maps in Pre- University Institutions", and " External auditors of Pre- University Institutions" . Participated in the external visits to assess the extent to which public schools have satisfied the quality and certification standards issued by the National Authority for Quality Assurance and Accreditation of Education (NAQAAE). She organized in cooperation with RELO in preparation of ASUTEFL certificate. She is also a member of the development of the strategic plan of both the department of English and FOE. She is the focal point in the preparation of the International Teacher Diploma between ASU and UPEI. A member in the team of establishing ASU Assessment and Evaluation Center.Dr. Hany Nady YousefThe key persons are involved in several administrative and technical bodies of the faculty. Dr. Hany Nady is Lecturer of zoology - Department of Biological and Geological Sciences and the director of IT Unit. He is a skillful trainer of technology in teaching. He delivers advanced soft skills and advanced Database courses (Oracle Database 10g) in Orascom Training and Technology. He also delivers advanced statistical analysis course (SPSS) in the Central Agency for Public Mobilization And Statistics?as well as scientific courses in?Chromatography (HPLC, UPLC, CE and hyphenated methods) in Central Laboratory, Faculty of Science - ASU. Additional to this Hany Nady co-authored several School books for the Arab Republic of Egypt and some Arab countries. He is also a member in the scientific project: ‘Enhancing Natural Sciences Teaching Using Advanced Technological Approaches’. One of the FOE CPD projects.Recent Publications include the following:Yousef, H.N.; Saleh, A.A. (2013): Lipid profile and some hormonal disorders in serum of high-fat diet fed rats. The Egyptian Journal of hospital Medicine (July 2013) vol., 53:615-623.Helal, E. G., Badawi, M. M., Soliman, M. G., Yousef, H.N., Abdel-Kawi, N. A., & Abozaid, N. M. (2013). Adverse Effects of Digoxin, as Xenoestrogen, on Some Hormonal and Biochemical Patterns of Male Albino Rats. Egyptian Journal of Hospital Medicine (October 2013), 53, 837-845.Helal, E. G.; Yousef, H. N.; khattab, A.S.M. (2013): Ameliorative effects of the olive leaf extract against alloxan-induced biochemical alterations in male wistar rats. THE EGYPTIAN JOURNAL OF MEDICAL SCIENCES 34 (2), 675-690?.Aboelwafa, H. R.; Yousef, H. N. (2015): The ameliorative effect of thymol against hydrocortisone-induced hepatic oxidative stress injury in adult male rats. Biochemistry and Cell Biology, 93(999), 1-8.Eman G.E. Helal, Nouran Abou Aouf, Hany Nady Yousef, Al Sayeda Mohammad Khattab, Fatimah M Yousef (2015): Ameliorative effects of Artemisia judaica l. extract against alloxan-induced biochemical alterations in male wistar rats. International Journal of Pharmacy and Pharmaceutical Sciences, 7(9), 90-94.Eman G. E. Helal, Hany N. Yousef (2015): Effects of Salvadora persica L. (Miswak) Aqueous Extract on Some Physiological Indices of Female Albino Rats. Open Science Journal of Pharmacy and Pharmacology, 3(5): 50-55.Prof. Abd Elaziz Elsayd ElshakhsHe is a Professor of Special Education and head of the department of the special needs and special education. He is an expertise in the field of special needs education. He is a member of the Council for Exceptional Children, the National Association for Gifted Children, American Educational Research Association, The Egyptian Association of Psychological Studies, The Union of Modern Education, The Egyptian Association of Special Needs, the high advisory committee for developing the services of special education in Egypt, the committee of the UNESCO experts for special education, the committee of developing education, ministry of education, Egypt, a member in the Permanent Academic Committee for Promoting the University Staff of Mental Hygiene and Educational Psychology, the national specialized councils and the Committee of Education in the Supreme Council for Culture. He is charged in many national and international educational projects like "preparing teachers of special needs according to the inclusion trends". "The Movement of Inclusion in Special Education in Egypt", with the participation of the Egyptian national committee of UNESCO with the Egyptian Association for special needs, "The challenges which face the regular official education in the twenty first century and the reinforcement of the Associated schools Role in facing them". He was also charged by the ministry of education in Egypt to be a member in a committee for composing six books in the vocational field of mentally retarded children in Egypt. These books were educated in schools during the academic year 2002/2003. In addition to providing training of many educational courses. Recent Publications include the following:The Procedures of Developing Faculty of Education, Ain Shams University according to Quality Standards: The Conference of Academic Accreditation for Faculties of Education in the Arab World: Views and Experiments, Faculty of Education, al-Madīnah al-Munawwarah, from 18 to 20 May 2009. The Inclusion of Special Needs and the Role of Social Institutions in Putting it into Action. The Conference of Society Role towards the Handicapped Child, The Arab Council of Childhood and Development, Cairo, from 2-4 February 2010.The Requirements of Preparing Special Needs Teachers in Light of the World New Trends (Inclusion), The Conference of Preparing Special Needs Teachers for Mild and Moderate Handicaps, Faculty of Education- Kuwait University, from 11-13 April 2010. Taking Care of Special Needs and Citizenship. The Conference of Education and the Citizenship Culture, The High Supreme of Culture: the Education Committee, from 4-5 May 2010. Early Intervention and prevention of Handicap. The National Council of Child Culture, Cairo, 2010Prof. Adel EmaraHe is a Professor of Inorganic Chemistry, Department of Chemistry. He is an expertise in training on new methods of teaching chemistry. He delivers training courses in Micro-analyses in Chemistry (7th International Congress), workshops on the Technology and Operating Systems, and Examinations at UAE University, Al-Ain, workshops on The University and Society (FOE Enhancement Project Workshops), workshops on The Interactive Presentation Skills and on The Management , Workshops on Evaluation the Student Skills , and Presenting Lectures to the High School Students on the Environmental Awareness, MOE. He also collaborated with the MOE in preparing the first and second sessions of the Final Chemistry Examination of the General Secondary Education Certificate of the First and Second sessions.Recent Publications include the following:A.I. Mosa, Adel A.A. Emara, J.M. Yousef and A.A. Saddiq, “Novel transition metal complexes of 4-hydroxy-coumarin-3-thiocarbohydrazone: Pharacodynamics of Co(III) on rats and antimicrobial activity”, Spectrachim. Acta (A), in press (2015)Sami A. Al-Harbi, Mahmood S. Bashandy, Hammed M. Al-Saidi, Adel A.A. Emara and Tarek A.A. Mousa Synthesis, spectroscopic properties, molecular docking, anti-colon cancer and anti-microbial studies of some novel metal complexes for 2-amino-4-phenylthiazole derivative, Spectrochimica Acta (A), 145, 425 (2015). H.M. Al-Saidi and Adel A.A. Emara, The recent development in dispersion liquid-liquid microextraction for preconcentration and determination of inorganic analysis, Journal of Saudi Chemical Society, 18, 745, (2014).Adel A.A. Emara, Ali M. Ali, Ahmed F. Al-Asmy and El-Sayed M. Ragab, Investigation of the oxygen affinity of manganese(II), cobalt(II) and nickel(II) with some tetrahedral Schiff bases, Journal of Saudi Chemical Society, 18, 762, (2014).Adel A.A. Emara, Ali M. Taha, Mahmood M. Mashaly, Omima M.I. Adly, Synthesis, characterization, thermal and biological activity of transition metal complexes of hydrazone derived from S-methyldithio-carbazate and 4,6-diacetylresorcinol, Spectrochimica Acta (A), 2014.Dr. Hanaa Ouda KhadriDr. Hanaa is a lecturer at the department of Foundations of Education. Her PhD is in Strategic Educational Planning (Informatics). Hanaa is the director of the center of excellence in Education. She is also Deputy Director, Center for Quality Assurance and Accreditation, ASU. She is RDI program Focal Point at ASU for the Social and Human Sciences Sector, the program represents a partnership between the Scientific Research Academy of the Ministry of Higher Education, and the European Union to encourage researchers to get funded projects included in the research projects funding programs of the European Union. Additional to this, teaching various educational courses like “Strategic Planning for Quality and its Economies” course, “Quality and Accreditation Management Systems in Educational Institutions Diploma, Ain Shams University, 2014/2015, “Quality Management Systems in the Light of Six Sigma, and ISO” course, “Systemic Approach to Quality Management” course, “Graduation Project” course, “Future Studies Course”, and “Economics of Adult Education”. She also participated in many educational projects: "Development of the administrative system at the University of Ain ??Shams and rehabilitation to obtain the certificate ISO 9001: 2008"and “Teacher Preparation in Teaching Arabic Language to Non-Native Speakers Diploma”.Recent Publications include the following:Strategic Planning for Quality and its Economies, ASU, October 2015.Procedural Manual for Developing the Administrative System of Educational Institutions in Accordance with the Requirements of the International Quality Management System ISO 9001: 2008, ASU, June 2015.The Educational Foundations for E-Learning, Cairo: Book World, 2008.Participation in Preparing the Administrative Terms Dictionary, UNESCO, 2012.Strategic approach for Developing World-Class Universities in Egypt, Journal of Education and Practice, Vol.6, No.5, 2015.Public Universities Faculty and Leaders' Perspectives on the Role of Public Egyptian Universities in Developing National Innovation System, Journal of Education and Practice, Vol.5, No.36, 2014.A Suggested Strategy for Developing and Promoting Interdisciplinary Research And Graduate Education at ASU, European Scientific Journal , Vol.10, No.28, 2014.Planning for Establishing STEM Education Department within FOE - ASU: An Interdisciplinary Model, European Scientific Journal, Vol.10, No.28, 2014."Modeling Complex Educational Problems Using the Morphological Analysis Methodology" (Journal of Education - College of Education - Ain Shams University, 2014)."Credit System: An Approach for Developing Secondary Education System in Egypt “, Journal of Studies in University Education, 2013.Dr. Zeinab Mohamed Hassan KhalifaDr. Zeinab is an assistant professor in the department of Curriculum and Instruction (Educational Technology). Zeinab is the director of the University Education Development Center. This center provides different programs and courses to vocational, public and private schools through different protocols with the MOE. Zeinab is specialised in designing electronic courses and delivers innovative training for the staff members and teachers. She is an active participant in different educational researches as "the development of the preparation of primary school teachers program in the Arab world in the light of international standards". She also participated in the project of converting the special courses in the Open Education Centre, ASU to electronic courses and the development of educational and technical standards for the design of these courses and follow-up and supervision of them.Prof. Suzan Salaheldien FouadA Professor of Solid State Physics, Department of Physics. She is a senior consultant of Physics curriculum. She is an expertise in new trends and methods of teaching physics. She got the Research of Excellence Award for the Non- Professors of the Faculty members ASU, Nation Incentive Award in Physical Science, ASU Recognition Award in Basic Science, and ASU Recognition Certificate in International Publishing (2015).For Recent Publications, visit this link:. Zeinab Ali El-NaggarPh.D in Education/EFL from University of California, Los Angeles, CA, U.S.A. She is a professor of Curriculum and Instruction. Prof. Zeinab is a senior consultant of different educational programs and projects. Recent activities include the following: -ELT Consultant: World Learning Egypt, STEM Schools. October, 2015 till February, 2016.- Lead Consultant : ASU Certificate for English Teaching (ASUCET). February, 2015, Sept. 6-15, 2015 and January-February, 2016. Working with an Egyptian team of experts in collaboration with Oregon University and the Regional English Language Office (RELO) at the American Embassy in Cairo to design and implement Phase one, Phase two and Phase three of the Certificate courses (piloting phase).-Lead Trainer: Designed and participated in delivering a 4-day workshop and a 2-day workshop in Sept. 2015 for teachers of Manaret Heliopolis Language School. Training modules included state-of –the –art methods and techniques for teaching very young learners (KG), young learners and adolescents. Scheme of training includes mentoring teachers during the school year to help them grow professionally to meet the challenges they are facing. - Education Consultant for Center for Curriculum and Instructional Materials Development (CCIMD), MOE , December, 2013- November 2014; Leading a team of English language experts responsible for reviewing English language textbooks for all levels and giving advice regarding language policy decisions. - Program designer and Tutor for Center for Excellence in Education, FOE, ASU,: November,2013-present; Participated in designing and teaching a three-month professional development course for Ministry of Education non-education personnel (teachers and administrators). - Member of the Board of Directors of Center for Excellence in Education, FOE, ASU,: February,2013- present; Participated in negotiating two Masters programs in Educational Leadership and Curriculum Development with Virginia Tech (VT), USA, and will share with VT faculty in teaching the program courses; Participated in designing a one year blended learning Diploma in Education for Egyptian Teachers in Saudi Arabia.- English Language Committee Chair: National Authority for Quality Assurance and Accreditation of Education (NAQAAE), November, 2009 – 2012. Leading a team of EFL specialists to produce self-learning modules for enhancing the language skills of Egyptian EFL learners at the general education stage.Partner number ?P5Organisation name& acronymUniversity of Leicester (ULEIC)D.1.1 - Aims and activities of the organisationPlease provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.) relating to the area covered by the project (limit 2000 characters).The University of Leicester is a leading research-intensive university that also has an established record of excellence in teaching. Its commitment to high-quality teaching and research is under-pinned by a commitment to social equality. The School of Education is a dynamic centre for research and teaching in relation to learning at every stage of life and in all contexts. Our research and scholarship is underpinned by a commitment to enquiry-based approaches to pedagogic innovation, leadership and organizational development, which include: Educational Leadership; Pedagogy & Innovation in Mathematics & Science Education; Testing, Assessment & Measurement; and Technology Enhanced Learning.The School of Education is an outstanding provider of Initial Teacher Education as well as Masters and Doctoral programmes specifically designed to suit the needs of serving teachers, school leaders and teacher educators. These programmes are characterised by the extensive network of partnerships with schools and school alliances across a wide geographical region. The School’s commitment to partnerships means that it has a long-established record as a provider of bespoke Continuing Professional Development (locally, nationally and internationally).The School has played a major role in a number of recent and current European projects that focus on different aspects of enquiry-based teacher development, school improvement and capacity development, through such schemes as COMENIUS and TEMPUS, as well as a number of British Council-funded projects. Included in these projects is the TEMPUS-funded Capacity Development of Faculties of Education in international approaches to teacher education (CDFE) project led by AUC. The University of Leicester was responsible for monitoring and evaluation of CDFE activities, based on the expertise of team members in evaluation and ‘impact assessment’. It therefore gained insight in the Egyptian education context.Please describe also the role of your organisation in the project (limit 1000 characters).The project team has expertise in research and professional development in the key foci for this proposal, enabling them to provide technical support in coaching and mentoring, the use of reflection in supporting assessment, pedagogical leadership, impact assessment, school improvement technology-enhanced learning and STEM/STEAM pedagogies The School of Education has extensive expertise in evaluation and impact assessment of school improvement initiatives, so will contribute to the sustainability of the proposed project. In particular, we possess expertise in qualitative and ethnographic approaches to research and evaluation. The project team has a deep understanding of the current context of Egyptian teacher development and of the consequent opportunities and challenges. Project team members, through the CDFE project, have established strong relationships with key institutional partners in this proposed project.D.1.2 - Operational capacity: Skills and expertise of key staff involved in the project Please add lines as necessary.Name of staff memberSummary of relevant skills and experience, including where relevant a list of recent publications related to the domain of the project.Dr Chris WilkinsDr Wilkins is Director of Teacher Education at the School of Education; he has contributed to other TEMPUS and EU projects, in addition to his joint leadership of the CDFE team. He has an international reputation as an educational researcher, publishing widely on topics such as teacher education policy and quality management, early career support for teacher professional learning and social equity issues in teacher education. In 2014 he was elected as a Principal Fellow of the UK Higher Education Academy in recognition of his outstanding contribution to leadership and teaching in higher education.Selected relevant publications in this area include:Wilkins, C. 2016?'Vocational Education and Training in England: opportunities and challenges in a fragmented neoliberal system',?in Bolder, A.,?Bremer, H. &?Epping, R?(Eds.): Education for work under new management controls (Education and work Series:?#5), Wiesbaden: Springer VS. Wilkins, C. 2015?Education reform in England: quality and equity in the performative school, International Journal of Inclusive Education, Published online: 20/05/2015, DOI:10.1080/13603116.2015.1044202Wilkins, C. et al. 2012 Crossing borders: new teachers co-constructing professional identity in performative times, Professional Development in Education, 38(1): pp 65-78?Wilkins, C. 2012 Diversity, social justice and global issues in education In Dymoke, S. (ed) Reflective Teaching and Learning in the Secondary School London: Sage.?Professor Hilary BurgessProfessor Burgess is an internationally recognised researcher in Education at the University of Leicester. Previously, she was a Senior Lecturer in the Faculty of Education and Language Studies (FELS) at The Open University where she was Director for Postgraduate Studies in the Centre for Research in Education and Educational Technology (CREET). She was also Academic Coordinator and leader of The Open University’s Research Careers Advisory Team in the Research School with a university wide remit for research career support and training. Her research and publications have focussed upon professional doctorates and teacher professional development in terms of mentoring and learning communities. Her funded projects include research into the impact of undertaking a professional doctorate and was joint leader of the University of Leicester CDFE team. In 2007 she was elected as a Fellow of the Higher Education Academy and in 2013 was awarded a National Teaching Fellowship for her national contribution to education in the UK.Selected relevant publications in this area include:Burgess, H. and Shelton Mayes A.?2012 A collaborative university and school approach to teacher professional development through mentoring and coaching. Presented at British Educational Research Association (BERA) Manchester, UK 4-6th September 2012Burgess, H. and Shelton Mayes, A. 2010 "Open and Distance Learning for Pre-service Teacher Education" in Abdurrahman Umar and Patrick Danaher (Eds) Perspectives on Teacher Education through Open and Distance Learning (pp 35-46)Burgess, H. (2009) Primary workforce management and reform, In Alexander, R. (Ed) The Cambridge Primary Review Research Surveys (pp25)Dr Sue ForsytheDr Forsythe was a member of the CDFE team, and is Programme Director for a Master’s in Education (Learning and Teaching), a programme specifically designed for serving classroom teachers. Her research expertise lies in teacher professional development and in Mathematics Education; she is a member of the Association of Teachers of Mathematics and of the British Society for Research into Learning Mathematics. In 2015, she was elected as a Fellow of the UK Higher Education Academy.Selected relevant publications in this area include:Forsythe, S., et al. 2015 Transitioning In Teacher Education And Development: Collaborative Project Between Middle Eastern And European Universities To Build Capacity In University-School Partnerships, European Conference of Educational Research (Network 1: Continuing Professional Development). Budapest, Hungary (7-11 September 2015)Lewis, G., Forsythe, S. (2012) 'Which qualities did aspiring teachers value in their 'Best' Mathematics teachers' TEAN Journal 4 (3): 49-61Tas, M. Forsythe, S. (2012) Critical Partnerships: Peer support to develop skills in writing at Masters level. Proceedings of ECER 2012Dr Jo Anna Reed-JohnsonDr Reed-Johnson is Head of Secondary Initial Teacher Education at the School of Education; she is an experienced educational researcher and has extensive international experience of educational consultancy.? She has particular expertise in science education, teacher education, education for sustainable development and technology enhanced learning.Selected relevant publications in this area include:Shallcross, T., Gilroy.P., Reed Johnson, J. and Robinson, J. 2010 Teachers’ Education (TE) in Education for Sustainable Development (ESD) in Sub Saharan Africa, Bamako, UNESCO (559RAF1001)Thethi, A., Reed-Johnson, J. and Boddison, A.? 2014 Using video as a vehicle for trainee teachers to reflect on their practice? Proceedings of 7th International Conference of Education, Research and Innovation (Seville, Spain)Reed Johnson, J.A. 2011 Exploring the development of place-based learning within a Singaporean context: the Research Road-mapping Process Paper presented at the National Institute of Education, Re-designing Pedagogy Conference, Singapore, May 2011Professor Tony LawsonProfessor Lawson is Emeritus Professor of Education at the School of Education; he will act in an advisory capacity for the project team. He has extensive experience of leading EU teacher development projects, and is an internationally renowned scholar in the field of technology education and sociology of education. Selected relevant publications in this area include:Lawson, T. et al. 2015 Research on teach?ng practicum–a systemat?c review, European Journal of Teacher Education, pp 1-16Lawson, T. & Comber, C. 2013 Sustaining technological innovation: The example of videoconferencing in English Schools Education and Information Technologies 18 (4), 641-659Lawson, T. 2011 Sustained classroom observation: what does it reveal about changing teaching practices? Journal of Further and Higher Education 35 (3), 317-337Partner number ?P 6Organisation name& acronymUniversity of Northampton UoND.1.1 - Aims and activities of the organisationPlease provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.) relating to the area covered by the project (limit 2000 characters).The University of Northampton provides both undergraduate and postgraduate education for approximately 13,000 students on two campuses. The University is divided into six academic Schools: Arts, Science and Technology, Education, Health, Business & Social Sciences. The University has a strong focus on initial and continuing professional and vocational courses for beginning and experienced teachers and for those working in related fields and health (The University includes a number of research centres. The Centre for Education and Research (CeSNER) provides an administrative hub and resource base for research, development, consultation and teaching activity. The University of Northampton is one of the leading UK universities in the field of research, publication, teaching and practitioner support regarding disability and has secured a number of ERASMUS and other externally funded projects in recent years.The School of Education provides initial teacher education (ITE) leading to qualified teacher status, and specialist training for teachers in Early Years and Special Educational Needs. The School also offers a number of short courses and programmes for qualified professionals, wishing to enhance their experiences and knowledge in a range of education contexts. Many academics within the School have had previous careers as senior leaders in schools and other educational settings; they are actively immersed within practice, and work in collaboration with schools, charities and local authorities, providing training, consultation and advice across the globe. The quality of our initial teacher education provision has been externally recognised by Ofsted (The Office for the Inspection of Education Standards) and QAA (Quality Assurance Agency) over a number of years.Please describe also the role of your organisation in the project (limit 1000 characters).The School of Education at the University of Northampton has expertise in three areas: understanding and training in Inclusive Pedagogies and special needs, Technology Enhanced Learning and Mentorship Training. The School of Education is a successful provider of the SENCO (Special Educational Needs Co-Ordinator) training and certification for qualified teachers in England. The University of Northampton is increasing its use of blended and technology-enhanced learning. This work involves the use of iPads and apps to transform teaching of undergraduate teachers. The university also creates MOOCS. The School of Education has a long and successful track record of developing teachers and school-based mentors for beginning and more experienced teachers. In a recent Ofsted inspection, the high quality of partnership relationships between the School of Education and schools was noted as a key strength of ITE supported by a highly successful NQT (Newly Qualified Teacher) programme.D.1.2 - Operational capacity: Skills and expertise of key staff involved in the project Please add lines as necessary.Name of staff memberSummary of relevant skills and experience, including where relevant a list of recent publications related to the domain of the project.Professor Ann Shelton MayesProfessor Ann Shelton-Mayes is the Executive Dean for the School of Education at the University of Northampton. Across the University, Ann has strategic responsibility for quality and standards, and teaching and learning, including QAA accreditation. Ann’s leadership and management of the School of Education includes the following: CSL accredited initial teacher training (all phases) and continuing professional development programmes for teachers and allied professions at undergraduate and postgraduate level; regional provider of professional programmes for teaching assistants; early years UG and NCSL accredited EYTS programmes; education studies and childhood and youth; research & enterprise, PhD programmes and Centre for Education & Research; and partnership with education settings, FECs and professional associations. Ofsted ‘Good’ provider 2014.Ann’s previous roles include leading the largest post graduate provision for initial teacher education programme in the country delivered via distance and blended learning at the Open University. She has previously been involved in R&D and consultancy in South Africa, Egypt, Eritrea and USA focused on teacher education in partnership with schools.Recent and relevant publications include the following: Books:Moon, R., Shelton Mayes, A., and Hutchinson, S. (2002) (eds) Teaching, Learning and Curriculum in Secondary Schools, Routledge, London. ISBN 0-415-26067-1.Banks, F., and Shelton Mayes, A. (2001) (eds) Early Professional Development for Teachers, David Fulton, London ISBN 1 85436 792 8Banks, F., Oakes, M., Osborne, C., Shelton Mayes, A. and Sutton, D. (2000) ASE Certificate of Continuing Professional Development Handbook, Hatfield, ASE ISBN 0 86357 321 5.Chapters in books and Journal articles:Burgess, H., & Shelton Mayes, A. (2013) Mentoring and Coaching Different Teaching Professionals in Primary Schools. Journal of Professional Development in Education (under review).Burgess, H. and Shelton Mayes, A. (2010) ‘Achieving High Quality School Experience in Initial Teacher Education: How Distance Learning and Traditional Programmes are Converging’. The International Journal of Learning, Volume 17, Issue 10, pp.23-36.Shelton Mayes, A. and Burgess, H. (2010) “Open and Distance Learning for Pre-Service Teacher Education” in Perspectives on Distance Education: Teacher Education through Open and Distance Learning, (eds) Danaher, P. A. and Umar, A., Commonwealth of Learning, Vancouver, pp. 35-46. ISBN 978-1-894975-39-1Burgess, H & Shelton Mayes, A. (2009) 'An exploration of higher level teaching assistants’ perceptions of their training and development in the context of school workforce reform' Support for Learning, Vol.24, No 1, pp. 19-25.Burgess, H & Shelton Mayes, A. (2008) ‘Using e-learning to support primary teacher trainees’ development of mathematical subject knowledge: an analysis of learning and the impact on confidence’ Teacher Development Vol. 12, No. 1, pp. 37-55Burgess, H & Shelton Mayes, A. (2007) ‘Supporting the professional development ofteaching assistants: classroom teachers’ perspectives on their mentoring role’ The Curriculum Journal Vol. 18, No. 3, pp. 389 – 407Burgess, H. & Shelton Mayes, A. (2003) ‘Tutoring Primary Trainees through E-conferencing’ Mentoring and Tutoring Vol 11, No 3, pp.285-305.Shelton Mayes, A. (2001) ‘National Standards for Teachers: 21st Century Possibilities for Professional Development’ in Early Professional Development for Teachers, (eds) Banks and Shelton Mayes, David Fulton, London ISBN 1 85436 792 8Banks, F., Shelton Mayes, A., Oakes, M., and Sutton, D. (2001) ‘Teacher Early Professional Development: the context’ in Early Professional Development for Teachers, (eds) Banks and Shelton Mayes, David Fulton, London ISBN 1 85436 792 8Mr Julian BrownJulian Brown is the Subject Leader for Special Educational Needs and Inclusion and the Programme Leader for the National Award in SEN Coordination. He teaches on a range of programmes in relation to special needs and inclusion at both undergraduate and postgraduate levels. Prior to joining the University of Northampton in 2010, Julian spent fifteen years in primary, middle, secondary and special-school classrooms in a diverse range of roles from supporting learners, as a teacher, SENCo (Special Educational needs Coordinator) and Senior Leader. He holds a ‘practising certificate’ for the assessment of learners with Specific learning Difficulties and is on the local steering group for the professional body, PATOSS. His research is focused on the promotion of inclusive attitudes through professional development and school improvement. Recent and relevant publications include the following:Brown, J. (2015) ‘National Case Study: England’ In: Volunteering as Empowerment for Success at School, Devecchi, C. (Ed.). Project 526187-LLP-1-2012-FR-Comenius CMP.Brown, J. and Doveston, M. (2014) Short sprint or an endurance test: the perceived impact of the National Award for Special Educational Needs Coordination. Teacher Development. 18 (4), 495-510.Brown, J. and Bell, S. (2014) Supporting young people with dyslexia in international schools: a case study example of current provision in Southeast Asia. Support for Learning. 29 (2), 154-166.Brown, J. and Devecchi, C. (2013) ‘The impact of training on Teaching Assistants’ professional development: opportunities and future strategy’, Professional Development in Education. 39 (3), 369-386.Dr Helen ScottDr Helen Scott is the Deputy Dean for Student Experience in the School of Education, leading the subject areas of Initial Teacher Education and Continuing Professional Development for teachers. Helen is responsible for learning and teaching, staff development, admissions and recruitment and widening participation activity within the School; across the University, Helen leads work-based and placement learning development. In previous roles in higher education, Helen has lead the development and operations of extensive initial teacher education university and school partnerships comprising primary, secondary and further education phases (at Manchester Metropolitan University); other roles include leading the undergraduate and postgraduate secondary initial teacher training at the University of Cumbria in 13 different subjects and a large MA in Education programme for teachers. Helen’s research interests and outputs are related to the initial and continuing professional development of teachers and secondary art and design education. Her PhD thesis focused upon the development of beginning teachers of art and design and their relationship to their school practice mentors. Recent and relevant publications include the following:2014: Initial Teacher Education in Schools Mercier, C, Philpott, C, & Scott, H (eds) London: Sage2013: Professional Issues in Secondary Education Mercier, C, Philpott, C, & Scott, H (eds) London: Sage2012: Something to do with Finland? Innovation in School-Led Teacher Education Keynote speaker at TEAN conference November 27th 2012, University of Cumbria2010: The nature, effects and purposes of Masters in Teaching and Learning; essence and appearance Annual TEAN conference Glasgow Caledonian University May 2010.Partner number ?P 7Organisation name& acronymMartin-Luther-University, MLUD.1.1 - Aims and activities of the organisationPlease provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.) relating to the area covered by the project (limit 2000 characters).Martin-Luther-University Halle-Wittenberg is a typical full university of Germany. Having around 22.000 students and 280 professors in 10 faculties nearly all subjects are represented. About 3.000 teacher students study for being teacher on primary and secondary level. The pre-service university studies aim at 270 or 300 ECTS state-exam and allow adding a PhD. However, usually the examined teachers go to school where they finish their teacher education in a 1,5year immersion phase (Referendariat). The schedule for pre-service teachers has 2/3 subject content courses, 1/6 subject education courses (“Fachdidaktik”) and 1/6 pedagogy and psychology courses. The studies contain 5 school-based practicum, two of them with close accompanying through academic staff. The teacher studies are organizational represented in the “Centre of Teacher Education”, which also includes the organization of school based practicum. Martin Lindner is member of the directory of this centre.The university has significant expertise in Science, Technology, Engineering and Math (STEM) approaches to sustainable development. It reflects a good model of multi-disciplinary approaches to teacher education. Moreover, the university is strong in developing new teaching methods largely based on participatory methods that are project oriented. Through their education immersion phase the university has managed to develop strong partnerships with schools.Homepage: of Biology and Geography Education describe also the role of your organisation in the project (limit 1000 characters).The Martin Luther university MLU will bring significant strengths into integrated approaches to teaching and learning through their tradition of combining subject matter. The university is very conscious of school and student empowerment models included in the pedagogies and management styles used. It has been a member of previous EU projects and consortiums on integrated STEM type approaches to teaching and learning. Moreover the university has a strong tradition of research and is well funded with research grants. MLU has a proven track record of strong school based teacher pre-service education which will support the needs of the SUP4PCL project and will offer a new perspective of school based learning. Faculty at MLU have a wealth of experience mentoring and supervising student teachers in schools.D.1.2 - Operational capacity: Skills and expertise of key staff involved in the project Please add lines as necessary.Name of staff memberSummary of relevant skills and experience, including where relevant a list of recent publications related to the domain of the project.Prof. Dr. Martin Lindner key persons are involved in several administrational bodies of the university. Martin Lindner, Professor for Biology and Geography Education, is member of the Directorate of the Centre for Teacher Education. He is in charge of Education in the subjects (“Fachdidaktik”). The directorate deals with many topics related to students? special questions, like helping to organize the university studies in a better way, inclusion of new students, of international students, etc. Additional to this Martin Lindner is in charge of all teacher students in Biology helping to solve problems in tests, in organizing the modules etc.Dr. Anne-Kathrin Lindau Lindau is responsible for the Geography Education department. She did her PHD together with her teaching at a high school in 2004. After 10 years of teaching she became senior researcher at the University of Halle in 2008. Her main focus lies on developing new teaching methods for Geography education with a special focus on sustainable development activities. She is officially responsible for gender equality in her faculty. One of the reasons for the very good ranking of Geography Education of MLU among German universities is her work with the students. Both persons are actively involved in cross-university actions. They are members of several consortia improving the quality of teaching and learning at the university. For example: Martin Lindner applied as a member of the senates’ consortium for a grant of the central German government to improve the way of teaching by electronic media. This grant led to the implementation of a 14 person centre for multimedia support of academic teaching and learning. Both persons try to implement participatory ways of learning in their academic teaching. Most of the modules were restructured into project-oriented way of learning. This enables students to feel responsible for their learning quite easily and feel somehow equal to the teachers. Dr. Francesco CuomoDr. Francesco Cuomo (PhD) has a background in Physics and further MA certification in science communication. He has been working in Science Education since 2005, when he was involved in the FP6 project PENCIL, a seminal project on science education at the interface between formal and informal learning environments. Up to today his research activities have involved pre- and in-service teacher training and both in Italy and in Germany. He has been involved in a number of European projects including Pencil, Traces, Iswa, and Instem. In Traces (2010-2012), he was part of the coordination team. Traces was an action-research project aimed at investigating the research-practice gap in science education by building long term school-based communities of learners including teachers and researchers. Instem (2013-2015) was aimed at performing a meta-analysis of European projects and distilling the knowledge produced and determining the state of the art of inquiry-based science education in Europe. His research approach is mainly qualitative, with action- and design-based research covering most of his research activity. His professional experience includes involvement in teacher professional development and preparation in Italy and Germany. Latest publications focus on teacher professional development, professional learning communities and teacher professionalism. E.g., Balzano, Cuomo et. al. (2014). Communities of practice and continuous teacher professional development. Findings from eight case studies. In C. P. Constantinou, N. Papadouris, & A. Hadjigeorgiou (Eds.), Science Education Research For Evidence-based Teaching and Coherence in Learning (Proceedings of the ESERA 2013 Conference). ISBN: 978-9963-700-77-6; Cuomo, F., Balzano, E., Minichini, C., & Serpico, M. (submitted). Teachers' perceptions of isolation and educational policies. Insights from a four year empirical study. Proceedings of the Esera 2015 Conference.Tom RennerMarie-Therese WernerThese persons are research assistants, employed at the University for 3 – 4 years and involved into research projects. Tom Renner and Marie-Therese Werner are working on their PHD-thesis.All of them are involved into teaching activities for pre-service teachers and are skilled in training also in-service teachers. In addition two more persons are permanently employed in the department of Biology education.PHD staffEight persons are furthermore working on their PHD thesis being paid by funds, projects or being an in-service teacher.All of our staff is joining the regular meetings in the research colloquium and is contributing to presentations at national and international conferences, publications and the discussion on improving teaching/learning-processes. The departments are involved into several research and development projects. The external fund of the last five years sums up to 650.000 Euro, plus 4 funds for PHD students from regional and national funding organizations. Partner number ?P8Organisation name& acronymUniversity of Limerick (UL)D.1.1 - Aims and activities of the organisationPlease provide a short presentation of your organisation (key activities, affiliations, size of the organisation, etc.) relating to the area covered by the project (limit 2000 characters).Established in 1972, the University of Limerick is an independent, internationally focussed university with over 13,000 students and 1,400 staff. The University of Limerick has been named 'University of the Year 2015 in The Sunday Times Good University Guide. UL’s leading position in graduate employability, strong research commercialisation, the €52million Bernal Project in science and engineering and a rising academic performance were among the reasons for the award. The campus is home to the Nexus Innovation Centre supporting spin-out activity in the region and is central to the UL Enterprise Corridor which hosts leading R&D companies. University of Limerick is the first Irish university to become a member of the prestigious National Academy of Inventors (NAI). UL has been an active participant in the European Union's Erasmus programme for twenty six years. The University was nominated as an Erasmus Success Story by the EU in 2009 and 2010. UL is home to the Largest Co-operative Education Programme in Ireland and the universities 70% graduate employment rate for 2013 primary degree-holders was 18% higher than the HEA’s most recently-available national average figure which is 52% for 2012. The Department of Education and Professional Studies (EPS) within UL is the largest provider of teacher education within Ireland. EPS has extensive experience developing and providing teacher development at degree, Masters and PhD level. UL is well renounced for its expertise in sustainable development and STEM approaches as well as technology based teaching and learning. Moreover UL has expertise in research methods. Please describe also the role of your organisation in the project (limit 1000 characters).The University of Limerick will bring major areas of strength to the project especially in the content areas of STEM/STEAM education. With the teams background in previous Egyptian projects funded by the EU, UL has experience with the Egyptian context and in-service teachers. University of Limerick will also help in developing training material for Faculties of Education. With its experience in developing e-learning material, UL will help create blended and online training material using project and problem based learning approaches needed for the projects’ participants. D.1.2 - Operational capacity: Skills and expertise of key staff involved in the project Please add lines as necessary.Name of staff memberSummary of relevant skills and experience, including where relevant a list of recent publications related to the domain of the project.Dr. Orla McCormackDr.Orla McCormack is a qualified science teacher and lecturer in Education at the Department of Education and Professional Studies (EPS), University of Limerick. Her teaching and research interests focus on curriculum, curriculum development and the philosophical values underpinning curriculum selection/development. She is also interested in issues relating to pre-service teachers engagement with the educational dimensions of their professional development. She was one of the main partners in a TEMPUS funded project entitled EDUCAMP: Education for Sustainable Development Beyond the Campus, which aimed to develop and implement Education for Sustainable Development (ESD) curricula into Egyptian schools. Her role involved developing curriculum as well as developing and providing teacher professional development. She is currently one of the Principal Investigators in a national study funded by the Vocational Education Committees (VEC’s – now renamed Education and Training Boards). Selected Publications:McGarr, O. and McCormack, O. (2014) Reflecting to conform? Exploring Irish student teachers discourses in reflective practice, Journal of Educational Research, 107(4): 267-280.Sewilam, H., McCormack, O. and Abdel Raouf, M. (2014) Introducing education for sustainable development into Egyptian schools, Environment, Development and Sustainability, DOI 10.1007/s10668-014-9597-7McCormack, O. and Gleeson, J. (2012) Curriculum, culture, ideology and ownership: the case of the Exploring Masculinities programme, Irish Education Studies, 31 (4): 397-414. McCormack, O. and O’Flaherty, J. (2010) An examination of pre-service teachers' attitudes towards the inclusion of development education into Irish post-primary schools, Teaching and Teacher Education, 26 (6): 1332-1339.Gleeson, J., O‘Donnabhain, D., McCormack, O. and J. O'Flaherty (2008) Stop talking and do something! The Young Social Innovators Programme. An independent evaluation. Liffey Press:Dublin.Professor Paul Conway Paul Conway is a Professor of Teacher Education in the Department of Education and Professional Studies, University of Limerick. His research interests are: learning and development, teacher education, educational policy (in two areas: e-learning; teacher education), psychology and pedagogy of literacy & mathematics, and cognitive and socio-cultural perspectives on learning, and his research been funded by a range of bodies - both national and?international including Teaching Council (Ireland), Irish Aid, European Science Foundation (ESF). His publications have appeared in a range of journals including?Studies in Educational Evaluation, Teachers College Record, Teaching and Teacher Education, Identity: An International journal of Theory and Research, Irish Educational Studies, Journal of Applied Developmental Psychology. He is a former President (2008-10) of the Educational Studies Association of Ireland (ESAI) and has been a member of both the Council of the European Education Research Association (2006-08) and World Education Research Association (2009-13) on behalf of ESAI. He is currently joint General Editor of Irish Educational Studies (SSCI-indexed journal, Routledge). He has been a Visiting Scholar at the University of Western Australia, Michigan State University (2000-06) and Oxford University.?Selected publications:Rutherford, Vanessa, P. F. Conway, and R. Murphy (2015) "Looking like a teacher: fashioning an embodied identity through dressage." Teaching Education 1-15. DOI:10.1080/10476210.2014.997699 Conway, P. F. and Munthe, E. (2015) 'The practice turn: Research-informed clinical teacher education in two countries' In J. Smeby and M. Sutphen (eds.) From Vocational to Professional Education. London: Routledge. Conway, P. F., Murphy, R. and Rutherford, V. (2014) 'Learning place’ practices and Pre-service Teacher Education in Ireland: Knowledge generation, partnerships and pedagogy' In O. McNamara et al, Workplace Learning in Teacher Education: International Practice and Policy. Amsterdam: Springer/Verlag.Murphy, B., Conway, P. F., Murphy, R., & Hall, K. (2014). The emergence of reading literacy in post-primary teacher education: from the background to the foreground. European Journal of Teacher Education, 37(3), 331-347.Conway, P. F. (2013). Cultural flashpoint: The politics of teacher education reform in Ireland. In The Educational Forum, 77, 1, pp. 51-72.Long, F., Hall, K., Conway, P., & Murphy, R. (2012). Novice teachers as ‘invisible’ learners. Teachers and Teaching, 18(6), 619-636.Conway, P. F., Murphy, R, Rath, A, Hall, K. (2009) Learning to Teach and its Implications for the Continuum of Teacher Education: A Nine Country Cross-national Study. Maynooth: Teaching Council (Ireland). Dr Oliver McGarrDr Oliver McGarr is the head of the department of Education and Professional Studies.? His research interests include the use of ICT in teaching and learning, technology education and reflective practice and initial teacher education.?McDonagh, A,McGarr, O (2015) 'Technology leadership or technology somnambulism? Exploring the discourse of integration amongst information and communication technology coordinators'. Irish Educational Studies, 34 :55-68. Marcus-Quinn, A,McGarr, O (2015) 'TEACHERS' USE OF REUSABLE LEARNING OBJECTS IN TEACHING ENGLISH POETRY: EXPLORING THE INFLUENCE OF PREVAILING PEDAGOGICAL PRACTICES'. Educacion Xx1, 18 :325-343. McGarr, O. and McCormack, O. (2015) 'Counterfactual mutation of critical classroom incidents: implications for reflective practice in initial teacher education'. European Journal Of Teacher Educationeuropean Journal Of Teacher Education McGarr, O,McCormack, O (2014) 'Reflecting to Conform? Exploring Irish Student Teachers' Discourses in Reflective Practice'. Journal Of Educational Research, 107 :267-280. Donnelly, DF,McGarr, O,O'Reilly, J (2014) ''Just Be Quiet and Listen to Exactly What He's Saying': Conceptualising power relations in inquiry-oriented classrooms'. International Journal Of Science Education, 36 :2029-2054. Flannery, M,McGarr, O (2014) 'Flexibility in higher education: an Irish perspective'. Irish Educational Studies, 33 :419-434. McGarr, O,McDonagh, A (2013) 'Examining the role of the ICT coordinator in Irish post-primary schools'. Technology Pedagogy And Education, 22 :267-282. McGarr, O,Clifford, AM (2013) ''Just enough to make you take it seriously': exploring students' attitudes towards peer assessment'. Higher Education, 65 :677-693. O'Flaherty, J. and McGarr, O. (2013) 'The use of case-based learning in the development of student teachers’ levels of moral reasoning'. European Journal Of Teacher Education, . McGarr, O. and Seery, N. (2011) 'Parametric Pedagogy: Integrating parametric CAD in Irish post-primary schools'. Design And Technology Education: An International Journal, 16 (2):57-66. Donnelly, D; McGarr, O; O'Reilly, J (2011) 'A framework for teachers' integration of ICT into their classroom practice'. COMPUTERS & EDUCATION, 57 :1469-1483. McGarr, O (2010) 'Education for sustainable development in technology education in Irish schools: a curriculum analysis'. INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION, 20 (3):317-332. McGarr, O; Moody, J (2010) 'Scaffolding or Stifling? The influence of journal requirements on students' engagement in reflective practice'. REFLECTIVE PRACTICE: INTERNATIONAL AND MULTIDISCIPLINARY PERSPECTIVES, 11 (5):579-591. McGarr, O (2009) 'A review of podcasting in higher education: Its influence on the traditional lecture'. Australasian Journal Of Educational Technology, 25 (3):309-321. McGarr, O (2009) 'The development of ICT across the curriculum in Irish schools: A historical perspective'. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 40 (6):1094-1108. McGarr, O (2009) 'A review of podcasting in higher education: Its influence on the traditional lecture'. AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, 25 (3):309-321. McGarr, O; Kearney, G (2009) 'The role of the teaching principal in promoting ICT use in small primary schools in Ireland'. TECHNOLOGY PEDAGOGY AND EDUCATION, 18 (1):87-102. McGarr, O; O'Brien, J (2007) 'Teacher professional development and ICT: an investigation of teachers studying a postgraduate award in ICT in education'. IRISH EDUCATIONAL STUDIES, 26 (2):145-162. Dr. Jennifer Hennessy Dr Jennifer Hennessy is a Lecturer in Education in the Department of Education and Professional Studies at the University of Limerick. She lectures on a variety of education modules at undergraduate, postgraduate and doctoral level, including; Research Methods, Advanced Research Methods, Curriculum and Policy Studies, How Young People Learn and Teachers as Professionals. Jennifer is also a Visiting Professor at the University of Leuven, Belgium where she is responsible for the design and provision of the ‘Research Design and Quantitative Analyses’ module component on the Erasmus Mundus Master in Adapted Physical Activity. She is also the coordinator of the Professional Masters in Education Research Strand and the EPS representative on the faculty Research Ethics Committee at the University of Limerick. Jennifer’s research interests include the impact of school culture on curriculum initiatives and teaching and learning with a specific focus on assessment in education. Her research has been published across a variety of leading ISI journals. Selected Publications:Gleeson, J., Galvin, T., O’ Flaherty, J. and Hennessy, J. (2014) ‘Student teachers, socialisation, school placement and schizophrenia: the case of curriculum change’. Teachers and Teaching: Theory and Practice, 21(6). Hennessy, J. and Mannix McNamara, P. (2013) ‘At the Altar of Educational Efficiency: Poetry, Performativity and the role of the Teacher’. English Teaching: Practice and Critique; 12(1), pp. 6-22.Lynch, R., Hennessy, J. and Gleeson, J. (2013) ‘Acknowledging Teacher Professionalism in Ireland: The case for a Chartered Teacher initiative’. Irish Educational Studies.32(4), pp.493-510.Lynch, R., Patten, J. and Hennessy, J. (2013) “The Impact of Task Difficulty and Performance Scores on Student Engagement and Progression”. Educational Research, 55(3), pp.291-303.Hennessy, J. and Mannix McNamara, P. (2012) ‘Educational Experience, Standardisation and Instrumentalism: A century of limited change’. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE) [online], 2(1).Hennessy, J. and Mannix McNamara, P. (2012) ‘“What rough beast?” Conceptualising the poetry teacher in Ireland through the eyes of the pupil’ Asia Pacific Journal of Teacher Education. 40(4), 379-394. Hennessy, J. and Mannix McNamara, P. (2011) ‘Packaging poetry? Pupil’s perspectives of their learning experience within the post-primary poetry classroom’ English in Education, 45(3), 206-223.Hennessy, J., Hinchion, C. and Mannix McNamara, P. (2011) ‘“The points, the points, the points”: Exploring the impact of performance oriented education on the espoused values of Senior Cycle poetry teachers in Ireland’, English Teaching: Practice and Critique (ETPC), 10(1), 181-198.Dr. Raymond Lynch Dr. Raymond Lynch is a qualified Technology Teacher and a lecturer in Education at the Department of Education and Professional Studies (EPS), University of Limerick. He teaches on and is a member of the course board for two structured Ph.D. programmes, the Education and Health Sciences faculty structured doctorate and the EPS structured doctorate in Education. Ray’s research interests are directed towards the enhancement of Technology Teacher Education and include; student interests, student-course alignment, and Problem- and Project- Based Learning. This research has been published in international ISI peer reviewed journals and as book chapters. Recent research has focused on examining the impact of varying task difficulty on student engagement and aligned learning outcomes. He has also managed Irish Research Council (IRC) funded studies (Government of Ireland Postgraduate Scholarships) into the impact of student interests on undergraduate performance and on the relationship between visualisation skills and problem conceptualisation.Selected Publications: Lynch, R., and M. Walsh.2011. Second Level Education and the Decline in Popularity of Engineering. International Journal of Engineering Education 27 no. 2: 411-421Lynch, R., N. Seery, and P. M. McNamara. 2012. Promoting Deep Learning in a Teacher Education Programme through Self- and Peer- Assessment and Feedback. European Journal of Teacher Education 35 no. 2: 179-197Lynch, R., J. V. Patten, and J. Hennessy. 2013. The Impact of Task Difficulty and Performance Scores on Student Engagement and Progression. Educational Research 55 no. 3: 291-303.Lynch, R., J. Hennessy and J. Gleeson. 2013. Acknowledging Teacher Professionalism in Ireland: The case for a Chartered Teacher initiative. Irish Educational Studies 32 no. 4: 493-510Lynch, R. and McGarr, O. 2015. Negotiating Subject Hierarchies: Neo-Liberal Influences on the Comprehensive Curriculum in Ireland. Educational Policy. Online first (DOI: 10.1177/0895904814550077) List of Associated Partners(Where applicable)These organisations may provide the consortium with facilities or assistance that enhances the quality of work, but they cannot be responsible for core activities of the project (e.g. management, coordination, monitoring, leader of a work group etc.). No financial contribution from the project grant will be allocated to these organisations.?Ref.nrName of organisationType of institutionCityCountryRole in the projectPlease insert rows as necessaryD.2. Cooperation arrangements, management and communicationThis part must only be completed once by the applicant. D.2.1 - Project management Please define the organisation of the implementation of the project and the division of tasks between the partners. Please explain the allocation of resources for each activity. Explain also how the tasks are distributed amongst the partners and how project "ownership" is ensured (limit 3000 characters). FORMTEXT The project is organized in five work packages (WP) as follows: Preparation, Development, Quality Plan, Dissemination and Exploitation, and lastly Management. The activities under Preparation include selection of university teams and focal persons, needs assessment, and initial coaching. This WP is led by AUC with the support of Martin Luther University. Activities under this WP will involve travel and staff costs as well as equipment. The Development WP will entail developing materials, training workshops, and school visits as well as the need for staff costs and travel. The lead partner will be University of Northampton supported by University of Limerick. The third WP on the Quality Plan will cover the development of monitoring and evaluation tools as well as visits, and a midterm review. It will entail staff costs and travel. This WP is led by the University of Leicester due to their prior experience in the field, supported by Ain Shams University. The fourth WP is concerned with Dissemination which deals with the conduct of policy dialogues, the organization of a conference, the publication of studies and reports, media briefs and school meetings and visits. This WP will require travel, staff costs, outsourcing of services. The lead organizations are Helwan University and AUC, supported by Alexandria University. The fifth and last WP is the one devoted to Management for which the major activities are meetings, the creation of a website, the periodic review of work plans, the creation of the internal organization and methods of conflict resolution, the follow up on financial reporting, the review of documents, and overall management of the coordination of activities in a timely fashion. These activities will require travel, staff costs, and sub-contracting of services. Each of the partners has distinct roles and the allocation of the budget is equitably distributed in accordance to the expected deliverables and roles and responsibilities. The management style is a consultative participatory one that underlines empowering all partners to voice their opinions and ideas as well as respecting cultural diversity with the aim of creating a learning opportunity for all within a community of learners. The management style is a collegial one to ensure collective ownership of the process and outcomes of the work. EU partners will find a rich opportunity to learn more about Egypt while reflecting upon their own practices. The Egyptian partners will own the process and guide it. All partners will get the opportunity to publish and disseminate results as it fits their purposes as long as the EU disclaimer is respected.D.2.2 - Cooperation and communication arrangements of the consortiumPlease explain the overall project and partnership management making specific reference to the management plan and how decisions will be taken. Please describe how permanent and effective communication and reporting will be ensured as well as the measures put in place for conflict resolution (limit 2000 characters). FORMTEXT The project managemnt will rely on shared responsibilities with lead instituions for discrete work packages thus enhancing the collective ownership of the initiaitve. AUC will be responsible specifically for the work packages entitled Preparation number one with the help of Martin Luther University and workpackage five for Management. The former will set the tone of the work and partherships while the latter will oversee that the management and partnerhsips are effectively and smoothly run. Communication will be effectuated both virtually and face to face. Regular circulers and emails will be sent on almost a bi-monthly bases and as needed, while mangement meetings, both on the local and global levels, will be held every four months. AUC will additionally be responsible for report writing. University of Northhampton with the support of Limerick University will be responsible for the WP 2 on Development where much of the construction of materials, observation, coaching and assessment will take place. The WP on Quality Plan will be led by University of Leicester and supported by Ain Shams University. It will ensure the needed mechanisms for quality control and monitoring are in place. The Dessimination and exploitation WP will be led by Helwan University and supported by University of Alexandria. In cases of conflict (due to poor communication, or inactive partners or late submissions, or other reasons),a tripartite committee for conflict resolution, which is comprised of: Alexandria University (Medhat El Nemr) and University of Leicester (Hilary Burgess) and Helwan Universtiy (Ahmed Heggi), will be established. This is in the case of minor conflicts. However, if the case escalates to litigation proper between the partners, the Belgian Law will apply, but if a conflict arises between AUC and EACEA, EU law applies. PART E - Project characteristics and relevanceE.1. Why does the consortium wish to undertake this project?Please outline the motivation behind your project, clearly identifying the specific needs or problem/s which it intends to solve. Explain how the project proposal fits within the development strategies of the Partner Countries involved and how it addresses the priorities defined at national / regional level. Also explain why this/these problem/s were selected instead of others. In particular, explain how the area of intervention has been explored to guarantee that the project is offering something new compared to the existing situation. Where applicable, explain any synergy with other EU initiatives should be highlighted (limit 5000 characters). FORMTEXT Studies on teacher education have underlined the importance of Continuing Professional Development (CPD) that is school based as the proven preferred modality of enhancing teacher education. In the Egyptian context most studies have illustrated that both faculties of education and the Ministry of Education have for the longest of time adhered to very traditional methods of teacher training, which not only wasted resources but also did not lead to any learning or improvement of performance, all of which has deterred educational reform at both the higher educational levels and school levels. Teacher performance being the key factor for learning has been selected as the most strategic entry point to reform. Previous attempts at introducing a new model of Professional Development (PD) have all pointed to the complexity of implementing such an innovative approach, thus deserving a devoted project of its own as opposed to be handled as part of an ongoing project. Moreover, much of the resistance to this modern form of learning is largely due to lack of knowledge as well as culturally traditional set ways of teacher education. From experiences with international cooperation in particular with the EU it has become apparent that when Egyptian systems are exposed to innovative thinking overtime there tends to be a gradual shift particularly of culture with partnerships that are strong in imparting both clear and tacit knowledge through exchange, dialogue, joint activities and exposure. Change as we well know is incremental and often is the result of transfer through mentorship as well as conscious reflection. Having an Egyptian-European consortium of peer learning and coaching is the only way to support risk taking in changing set ways of behaving in school settings and of experiencing on a daily basis the amount of detail and planning such a transformation will require. The Middle East and North Africa (MENA) region has since 2006 been working on teacher professional development as a high priority area through the League of Arab States (LAS) and other regional bodies. It has in fact created academies as potential centers of excellence for that purpose. Despite the structures in place and the intended objectives the reform attempts are still wanting. Most governments and educational authorities in the region are very good at setting broad policies and plans but rather poor in putting those into action. Egypt has repeatedly acknowledged the importance of teacher education in all its strategic plans, the recent 2013 constitution and reform documents. However, the country has failed so far to put its very good intentions into practice. Previous experiences have proven that when effective workable models are developed on the ground the relevant experts are able to internalize the necessary transformation needed. It is only through learning by doing that such transformations occur overtime. All the policies and previous reform objectives around PD were not supported by coaching in live settings to create the necessary contextualized local models that need to be replicated and mainstreamed. It is also important to highlight that transformations in teacher performance and learning can only occur when clear standards and visions for their performance are developed and partnerships secured to cover the career path of teachers from students to novice teachers to experts. The most significant partnership for the success of this transformation is that between university and school whereby the former equips practitioners with the theoretical knowledge behind their practice and where schools are the perfect context where these theories and ideas are enacted in practice. A previous project developed with the EU TEMPUS, the Capacity Development of Faculties of Education (CDFE) sought to strengthen this partnership on three levels: practicum, action research and CPD. The prelude to the School University Partnership to build Peer Communities of Learners (SUP4PCL), was well established through joint action research and practicum or field work during the years of university education. After three years of joint work it became clear that a special project was needed to deepen the learning on CPD as a philosophy and culture of school autonomy and teacher self-efficacy. More time was to be devoted with the development of robust models on the ground, which would serve in advocacy and policy dialogue both at the regional and national levels. It is important to highlight that despite the existence of relevant structures no such models have been developed on the ground particularly in government schools, nor has technology-enhanced learning been tried out on the school level and finally university FOEs have not fulfilled their full potential in supporting and modernizing school based CPD. The Government of Egypt is currently supporting school based reform, school clustering and the existance of regulating bodies to accredit school PD units.Please describe briefly how your project proposal was prepared (e.g., capitalising on previous experiences, based on achieved outcomes in former projects, following previous cooperation amongst the consortium members, etc.) (limit 1000 characters). FORMTEXT Through the evaluation of the previous TEMPUS partnership CDFE, it became clear that a more in-depth phase was needed to consolidate the school university partnership and ensure that its most critical component namely Continuing Professional Development (CPD) was well established according to the best European practices. The project targets a complexity of initiatives in terms of the style of CPD, the establishment of mentorship, the development of subject matter pedagogy for Science Technology, Engineering and Mathematics (STEM) as well as the strengthening of the school based quality assurance units and finally building the capacity of both university and school to assess teacher education. It was therefore imperative to continue with members of the previous consortium while adding new partners to complement the needed areas of expertise. Policy makers were part of the conversation at the supreme council of universities as well as the Ministry of Education MOE.If your proposal is based on the results of one or more previous projects / networks, please provide precise references to this?/ these project(s)?/ network(s) in the table below.Reference number ?530614-TEMPUS-1-2012-1-EG-TEMPUS-JPHESProject dates(year started and completed)2012-2015Programme or initiativeJoint projectsTitle of the projectCapacity Development of Faculties of Education (CDFE) in International Approaches to Teacher EducationCoordinating organisationThe American University in CairoWebsite Password / login if necessary for websitePlease summarise the project outcomes and describe (a) how the new proposal seeks to build on them and, (b) how ownership / copyright issues are to be dealt with (limit 1000 characters).CDFE was designed to build the capacity of Faculties of Education FOE by strengthening the partnership between university and school. Strategic entry points were selected as levers to uplift the performance of FOEs. The three levers within the partnership between university and school were: improving on practicum, enhancing action research, promoting continuing professional development CPD all of which were aiming at decreasing the gap between theory and practice in teacher education. Some noticeable changes were made in all the areas of concern in varying degrees. Clear improvements were made in practicum in all the FOEs. Much peer learning resulted in laying the foundations for an effective and functioning system of practicum with tools, structures, databases and pilot models. Action research was mainstreamed at many levels despite initial strong resistance. The area of most resistance to change has been CPD. The current project on CPD will reference the previous efforts.Please copy and paste tables as necessary.E.2. Rationale for the setting-up of the consortiumPlease explain why the selected partners are best suited to participate in this European project. Describe innovative and or complementary skills, expertise and competences within the consortium directly relating to the planned project activities. If associated partners are involved, please explain their role in the project and the added value to the consortium (limit 3000 characters). FORMTEXT The selection of the various Egyptian partners was consciously driven by their position in regard to the overall configuration of Faculties of Education (FOE) in Egypt. Ain Shams University (ASU) harbors a leading faculty of education, historically the first in Egypt and one that is a pace setter in teacher education. It historically initiated professional development schools affiliated to the University in the late fifties of the last century and later discontinued for a variety of reasons in the late sixties. Moreover the FOE at ASU has a very special relationship to practitioners within the Ministry of Education (MOE), whereby a number of protocols have been signed to enable ASU to serve as a preferred provider of service for CPD. In addition ASU through a European funded project managed to set up a diploma for STEM education, an area pertinent to the current project. Alexandria University (AU), was a very active partner in the CDFE TEMPUS project that was able to learn from European practices and introduce some baby steps towards CPD on line. AU has a strong science and math department within their faculty of education which will be an added value to the STEM education component of the project. AU is well placed to serve as a center for many of the universities in the Northern part of Egypt and beyond. Helwan University (HU) is again one of the old partners of CDFE and has proved itself as an innovating FOE in Egypt. During the previous CDFE project HU made some baby steps towards introducing school based CPD in the area of special needs which is very pertinent to the current project. HU has adequately paved the ground for strengthened partnerships and the introduction of professional development schools. AUC has a track record in managing a previous TEMPUS project that also focused on CPD and the partnerships between school and university and some good progress was made in that direction allowing this current project to build on past experience. During the past CDFE TEMPUS project much innovation was achieved in the manner in which University faculty broke the bariers with schools and managed to engage in partnerships despite a very rigid and centralized education system. University of Leicester also was a former partner in CDFE and were very innovative in their methodology of monitoring and evaluation. It is expected that University of Northhampton, University of Limrick and Martin Luther University will present innovative models for mentorship coaching, learning materials for inclusive education, STEM and student centered pedagogies to be internalized and contextualized by the Egyptian faculties of education and their professional neighbouring schools. This overall consortium is ideally placed to complement one another and support the development of the Professional Academy of Teachers (PAT), that will secure eventually the mainstreaming and sustainablity of the objectives of SUP4PCL.E.3. European added valuePlease describe the benefits of and need for European cooperation. Please describe also why the results cannot be achieved through national, regional or local funding (limit 1000 characters). FORMTEXT This project will require innovative and proven modern skills to enhance school-based CPD in pedagogical areas, in technologically enhanced practices and in Science Technology Engineering and Math STEM education. To perform school-based CPD the Europeans will strengthen the capacity of Egyptian FOEs to tailor their support to schools' actual needs. This will require prowess in educational qualitative ethnographic research. Moreover the success of school-based CPD depends on good mentorship supported by strong assessment for learning and reflective practices. Much of the success of school based CPD is contingent upon effective pedagogical leadership/mentors and school principals. The specific subject areas needing special attention are inclusive and special needs education as well as STEM. The various skills described are real technical and funding gaps in Egyptian universities needing to be filled by the strengths depicted in each of the FOEs in the European Universities selected. E.4. Innovative character Indicate what the project is offering that is new and what are the main innovating elements (limit 2000 characters). FORMTEXT Currently most CPD has taken the form of one-off training sessions mostly during vacation. The duration of these highly theoretical lecture-style training workshops are far removed from the daily practices of teachers and assume individual advancement. They have yielded very poor results. The current innovative initiative bases itself on peer networks and peer learning to form Peer Communities of Learners (PCL) able to study and collectively reflect on their practices as a comprehensive school community in a prolonged ongoing fashion. This innovative method of teacher professional development will involve lesson study and lesson learning, both forms of action research, targeting the improvement of teaching and learning. The initiative will rely on peer observation and assessment as well as formal mentorship systems established. The learning cycle of a school community will at minimum span over three years for cumulative impact. To maximize the benefits the intervention will rely on technologically enhanced practices and will establish school clusters where each high performing school acting as a professional development school for a given FOE, will network with a number of other neighboring schools to ensure the expansion of the learning process. The initiative will develop a modular self-paced approach to learning, which will allow for progress in varying speeds and which will be based on a learner centered approach to school needs and learning. A strong data base model for schools will be developed thus facilitating assessment for learning and professional development (PD). Schools will become hubs for PD with leaders ensuring that practitioners are abreast with latest theory and research on learning strategies that work. University in partnership with schools will be able to improve the knowledge base and practice of the profession with measurable indicators. To maximize impact schools in Egypt can also twin with schools in Europe.PART F - Quality of the project design and implementationF.1. Aims and objectives Please define the concrete aims and objectives of the project and describe the ways in which the situation set out under the previous section (Part E) will be changed (limit 3000 characters). FORMTEXT Recognizing that educational transformation is a slow moving process that has many cultural and social underpinnings it is clear that the project aim is to build the capacity of Faculties of Education to enhance and modernize Continuing Professional Development in the Egyptian context by learning from the European expereinces overtime. In order to effectuate transformation and to counter the deep rooted resistance to change it is critical that the process be triggered by experiential learning. Adults normally learn a great deal better if they are fully engaged in the experience of learning and doing and if the topic of the new learning is relevant to their lives and professions. Moreover adults tend to learn and change when well supported and accompanied during the challenging process of transformation. In many instances particularly in situations such as the Egyptian context, knowledge is better transferred through cultural and personal experiences. Travelling and observing systems that work constitutes a good stimulation to deeper understanding and learning. Meanwhile, forming good partnerships with built-in coaching and mentorship supports complex transformational journeys that require attention to detail as well as learning from experience. Some small steps have already been made in that direction during a previous TEMPUS project which had broader aims. The new project is now focused on the above mentioned aim of modernizing CPD through FOEs with specific objectives that cover the preconditions for the model to work. The specific objectives therefore suggest that FOEs adopt and develop neighboring Professional Development (PD) schools that will become educational laboratories allowing the faculties to develop models that work. Another objective is for faculties to carefully study the PD schools and assess their needs. This should be followed by a complex process of developing pedagogical leaders in schools and mentors. This process will entail training coaching and mentoring by university faculty and the development of materials overtime. It will also require the development of new habits of the mind such as reflection and journaling. A more advanced objective will entail at a later stage of the project the development and nurturing of Peer Communities of learners at the university and school level which will entail using all existing possibilities including the use of technology to keep a learning dialogue sustained in a structured fashion overtime. In order to bring about measurable change from the previous traditional training of teachers previously followed, all the above objectives will need to be carefully followed and measured. Hence, one important objective of this project is to develop clear systems of assessment and quality assurance to ensure that the new approach is in place and that learning is continuous and sustainable at the school level.F.2. Project activities and MethodologyPlease define the activities proposed and the working methodology (project activities/developments including educational and training content and pedagogical approach) to be used for achieving the objectives, including major milestones, measurable indicators, etc. (limit 6000 characters). FORMTEXT To fulfill the aims and objectives of the project, a strong consortium of universities both national and European has been carefully selected with continous monitoring and evaluation and various management activities. On the national level continuity will be important, hence the selection of successful partners in the previous TEMPUS CDFE project to effectuate some changes in school based CPD is of importance. This facilitated the selection of teams cutting across university and schools. Meanwhile one new national partner was selected due to its institutional history of establishing PD schools in the middle of last century. The international team is also constituted of old and new elements to build on the previous project as well as secure the additional components needed to make the model work. To make sure the broader team is ready to begin the work, the school teams under the supervision of the faculties of education will need to be formed and coached, while partnership agreements will need to be signed in accordance to the guidelines developed in the handbook produced by CDFE. Once the teams are formed and coached a process of needs assessment and careful documentation of current practices will be undertaken. This should help in tailoring the contextually relevant type of technical assistance needed to bring about change in behavior and mind sets. To support the needed change the teams will together be exposed to new experiences of school-based CPD through travel and observation. Faculty and school teams will travel together. The team members that will be specifically targeted are those coached in a first instance through workshops and trainings to become the pedagogical leaders and quality assurance experts at the school level in the respective quality assurance units. The next step will be for the teams to create task forces for the development of the customized materials that should cover a broad range of areas such as mentorship and coaching skills, assessment of learning skills, quality assurance skills, monitoring and evaluation skills, research skills, reflection and journaling skills and the acquisition of new habits of the mind that come with an enquiry based learning model. Each of these steps will be very carefully documented in multiple ways (written and audio-visual recordings). The careful documentation will be very instrumental in the dissemination and exploitation of results. It will also be of great significance for policy dialogue at the national and regional levels to ensure mainstreaming and sustainability. The project is emphasizing modeling as a strategy for change on the ground and at the policy level. The project will already take some steps towards disseminating the model through a system of school clustering. Other dissemination tools will be used such as conferenes, media briefs and study reports.The existing school clusters will exchange visits and lessons learned. This will help create Peer Communities of Learners (PCLs) across the various schools and to create a consortium of quality assurance units within each cluster of schools. Each of the 3 FOEs will adopt five PD neighboring schools. Each of the five PD schools will in the second and third year of the project connect with another three schools thus allowing the FOE to oversee a total of 15 public schools. The project will hence foster the model of this kind of partnership between university and schools through a total of three Egyptian public FOEs with 45 public schools. The materials will be developed to enhance blended forms of learning both on line and face to face. Once the materials are developed they will be field tested. The learning model in all instances is one that will follow a fourfold cycle where educators in schools with the support of trained pedagogical leaders and mentors will first self-learn and internalize the new knowledge, during a second instance the school teams will form PCLs who will discuss the learning and move on to applications through lesson study and planning. In a third phase the PCLs will move to action and peer observation. This can be done within each school or across schools at a more advanced stage of school clustering. It is worth noting at this stage that the Egyptian MOE is currently running a program for school clustering. In the final and fourth stage the PCLs will be engaged in self and peer assessment. One of the most needed skills in Egypt is assessment of both self and other. The aim of the project is to develop PCLs of 75 practitioners around each FOE. The materials developed will be accredited by the Professional Academy of Teachers (PAT), a former partner in CDFE whose role will be to mainstream the practices and sustain the change. Moreover PAT will also be involved in accrediting the strengthened school-based units as mentors, trainers and coaches. It is worth noting that currently the Government of Egypt is seeking to consolidate and strengthen the role of PAT as a regulating accrediting body as well as strengthen the units within schools. The new SUP4PCL project will synergize with a number of ongoing initiatives for educational reform entailing both FOEs and schools. Other initiatives in the Egyptian context are led by the highest executive authorities in Egypt such as the Presidential Advisory Council for Education targeting teacher professional development worth noting that one of the members of the consortium is engaged in this initiative and is active on the policy level. Another innovative practice that can emerge out of this new project is to not only twin between Egyptian and European FOEs but also between schools through distance methodologies similar to the British Connecting Schools Model through virtual means.F.3. Budget and cost effectivenessPlease describe the strategy adopted to ensure that the proposed results and objectives will be achieved in the most economical way and on time. Explain the principals of budget allocation amongst partners. Indicate the arrangements adopted for financial management and what co-financing modalities are planned (limit 3000 characters). FORMTEXT The scaling of the work will occur by osmosis. Clustering will ensure the most cost effective method of spreading the model of CPD developed through schools. Peer Communites of learners is the most cost effective method of continuing professional development and learning at the school site hence saving on expensive methods of one-off training in different sites with logistics and trainer fees. The project relies on both senior and junior team members to ensure sustainablity and cost effectiveness. Many of the working days at the managerial, research and technical levels will occur as co-financement on the part of Egyptian Universities. Equity was taken into consideration when allocating budgets to each of the institutions to reflect their roles. To maximize the benefit from the European partners as well as ensure savings a single main trainer/coach was invited from each of the European universities to reperesent the consortium. For best immersion and learning the Egyptian teams reflect the diversity of stakeholders while avoiding excess. Equipments in the project were carefully selected and priced according to best offers. The equipment will be shared by FOEs and school clusters. The management style allows for delegation while maintaining strong quality assurance functions. The sequencing of activities within the various work packages wes done to ensure best cumulative results and an effective division of labour amongst partners. While preparations begin with exposure and coaching, the activities evolve into structural and pedagogical transformations on the ground. Moreover the timeline and workplan has a clear frontloading strategy. The bulk of the activities start early in the first year with most of the travel costs carried in year 1. This strategy will support the timely achievment of the project objectives. Travel plans have already been made thus saving on time. Timely financial follow up will entail that the technical and financial teams are very field oriented and supportive of the processes on the ground thus combining an audit and financial role. The technical and financial teams will support the 8 university participants to complete the necessary supporting documents on time as this is often the most challenging aspect of implementation. This method will facilitate the uninterrupted flow of resources and hence avoid delays in implementation. Regular national and internationsl management meetings will ensure smooth achievement of results and timely removal of bottlenecks. The project will seek the support of the Erasmus Office to ensure visa facilitation in order to avoid travel challenges. Moreover the planning of travel was done with an eye on saving hence technical visits were combined with management meetings and financial follow up. Workshops for coaching were designed to produce materials thus making them higly efficient and cost effective. Much of the activiteis are not sequential but are occuring in parallel.F.4. Quality control and Monitoring Please explain what mechanisms have been put in place for ensuring the quality of the project and how the evaluation will be carried out. Please define the specific quality measures established, as well as the benchmarks and indicators foreseen to verify the outcome of the action. Make sure that the information in this section is consistent with the project Logical Framework Matrix (limit 3000 characters). FORMTEXT Several mechanisms will be used to ensure quality for the project. Some of the mechanisms will be attentive to process while others will be concerned with outcomes. To ensure the process is sound one of the important mechanisms employed will be the Handbook produced under TEMPUS CDFE entitled Bringing Theory and Practice Closer in Teacher Learning, where principles emphasizing learner centerdness, were highlighted to ensure the quality of continuing professional development CPD. A second mechanism for quality assurance will be to build the capacity of the school based quality assurance units that will in turn be accredited by the Professional Academy of Teachers (PAT). A third mechanism will be to accredit the materials produced by the partnership between university and schools by PAT. A fourth mechanism for quality assurance will be provided through the Guiding Framework of Performance Standards for Arab Teachers: Policies and Programs which stresses the importance of transforming teachers from civil servants to professionals within systems that transform the existing bureaucratic frameworks with externally imposed discipline and authoritarian supervision to standards and self-assessment. Moreover the framework stresses the importance of university and school partnerships during the career journey of teachers. Finally, the guiding framework highlights the development of standards as follows: teachers nurture and support student learning, teachers grasp the basic concepts of their subject matter, teachers understand how students are motivated, learn and grow, teachers are able to diversify their learning strategies and design appropriate activities, teachers are proficient in the use of advanced technologies, teachers abide by ethical standards, teachers employ reflection for their own learning and research as well as encourage students to do so, and finally teachers establish partnership with the local community. The framework should guide each school to develop its own standards and their expectation from teacher performance in order to measure outcomes. The University of Leicester, one of the former and continuing partners of the consortium, will develop assessment and evaluation tools to measure processes and outcomes based on all the above stated mechanisms. Moreover the project will develop comprehensive indicators and benchmarks to measure quality during every step of the process including outcomes at the end. Examples of such indicators are in assessment reports, improvement plans, signed agreements and protocols between university and schools to seal the partnership, 18 school clusters, 45 quality assurance units functioning and accredited, needs assessment completed for 45 schools to honor the above principles. EU partners will coach 9 mentors at seniour level and 15 assistant mentors. Each Egyptian university coaches and trains 75 mentors with the support of European partners.PART G - Impact, dissemination and exploitation, sustainabilityG.1. Expected impact of the projectPlease explain who will use these project outputs / products / results and how the consortium will reach them. Describe how the target groups (including participating institutions, stakeholders) will be reached and involved during the life of the project and how the project will benefit the target group at local, regional, national and or European level. Please structure your description according to the different levels of impact and stakeholders (limit 3000 characters). FORMTEXT During the first stages of the project the managing coordinating team will build on its existing networks to identify focal teams in each of the three partner Egyptian universities as well as the European partners. While the European partners will be strictly twinning and supporting the Egyptian Faculties of Education (FOEs), the latter will be engaged in identifying focal teams in neighboring schools and the relevant directorates of the Ministry of Education (MOE) through their existing networks. On the national level one of the major targeted impacts of this project is to render faculties of education FOEs relevant to the long desired school based reform strategy that the Government of Egypt has for many years longed for as exemplified by all its major formal documents. Another major impact is for FOEs to enact and put in action school based CPD. As a complementary outcome the project will have an impact on the efficiency of the school-based quality assurance units which will be accredited by the Professional Academy of Teachers (PAT). In addition, a very significant cultural impact will ensue namely the spreading of mentorship and coaching as a practice with clear results on the ground of well trained mentors. Also significant will be the adoption of the culture of assessment in all its forms including peer and self-assessment. Ultimately the project will contribute to the development of professional teachers countrywide drawing on all the globally acknowledged characteristics such as self-efficacy, empowerment and autonomy as well as the capacity to generate knowledge relevant to their own practices. A most significant impact will be fostering school university partnerships and supporting the school-based reform movement through the creation of PD schools. The project will also impact on the capacity of universities and schools to engage in broader networks through school clustering and the formation of Peer Communities of Learners both within and across schools. Still at the national level it is expected that the resulting on the ground models will be incorporated in national policies. On the regional level the coordinating managing team will also draw on its regional networks to ensure that the model developed is capable of being exported to other countries in the region. Important mechanisms for the Middle East Institute for Higher Education (MEIHE), representing the American University in Cairo (AUC), the main applicant to this proposal, in spreading the model is to use its existing partnerships with the League of Arab States and its UN and other networks in the region to disseminate and reinforce the model. European partners will gain a great deal of knowledge and insight about the region and will also be enabled to reflect on their own practices as a result of their exposure to different contexts. It will strengthen the capacity of such institutions in Europe to internationalize.Please describe how the target groups (including participating institutions, stakeholders) will be reached after the project is finished (limit 3000 characters). FORMTEXT The target groups in this project are diverse and include a mix of academics and practitioners from the following categories: faculty members at Egyptian FOEs, Deans, Department Chairs, Graduate Students, Research Assistants, Officials at the Ministry of Education, officials from the Ministry of Higher Education, high level policy makers, school principals, teachers, school boards, European mentors from faculties of education and schools as well as other related institutions dealing with technology, accrediting bodies, regional networks, NGOs working in the field of education may become indirectly involved. This very wide network of stakeholders will be kept together and permanently in touch after project completion through a well-functioning website, which will facilitate joint research, updates on developments, sharing of information and ideas, uploading audiovisual materials. An online bi-lingual newsletter will inform the partners of the most recent developments. Moreover, several agreements will be signed between the various partners to ensure that the relationships are sustainable and lasting. It is expected that the relationships will yield student exchanges, dual awards, and eventually joint research and programming. The Professional Development (PD) schools will ensure a long term relationship with the partner universities. Meanwhile, the school clusters will also provide a structure and forum for continued relationships on the ground. The various schools in Egypt may decide to enter into lasting twinning relationships with schools in Europe thus fostering global citizenship education. An alumni association of the SUP4PCL will be formed to ensure that the project keeps track of the evolution of all the participants who were affected by the project; this will include newly formed mentors, coaches school pedagogical leaders, novice and professional teachers, and university faculty members, graduate students and support staff. All these will not only keep in touch but have the potential of becoming ambassadors for the dissemination of results at the national, regional and global levels. Moreover, the various stakeholders whether in academia or practitioners in schools and other contexts will continue to communicate through ongoing opportunities for assessment and research.Overview of short and long term impact indicatorsPlease add rows as necessary according to indicators?Short term impactTarget groups/potential beneficiariesQuantitative indicatorsQualitative indicatorsQuality assurance units functioning and accreditedQA UnitsNumber of 45 unitsAccreditationMentors and coaches trainedPedagogical leaders, teachers, and faculty75 mentors school mentorsAssessedPD schools establishedFaculties and schools15 PD schools Agreements and assessedSchool clusters establishedFOEs and schools18 clusters Agreements and assessedPCLs establishedFOEs and Schools75 PCLsAssessedLong term impactTarget groups/potential beneficiariesQuantitative indicatorsQualitative indicatorsSchool based reform establishedWhole schoolNumber of schools practicing Existence of CPD, improvement planning, action research accreditation Culture of mentorship spreadFaculty and schoolNACase study of each institution producedCulture of assessment spreadFaculty and SchoolNACase study of each institution producedG.2. Dissemination and exploitation strategyPlease explain how the dissemination will be organised and how exploitation activities will ensure optimal use of the results within the project's lifetime and after. Explain the roles, responsibilities and target groups (limit 3000 characters). FORMTEXT The project is a transformational one establishing new practices within a modernizing culture; hence, there will be a need to constantly disseminate activities and results during its life time. Efforts will be made to hold workshops amongst the existing stakeholders as well as with new stakeholders. The latter will largely feature policy makers at all levels particularly those in local Ministry of Education directorates, broader networks of faculties of education (FOEs), Non-Governmental Organizations (NGOs), school boards, broader networks of schools, the Professional Academy for Teachers (PAT), the National Authority for Quality Assurance and Accreditation of Education (NAQAAE), as well as the various committee members in the Supreme Council of Universities (SCU), the committee members of the Presidential Advisory Council for education. The existing school clusters will constantly exchange visits and lessons learned. The project will invite other stakeholders for field school visits to understand and observe what the activities are in operation and what they aim to achieve. Most of the activities will be recorded audio-visually to allow for dissemination. Media will be a strong partner that will be constantly involved in disseminating the various activities of the project with the aim of not only educating specialists and policy makers but also the public at large as the aim of SUP4PCL is to catalyze cultural transformation in education. Towards the end of the project it is anticipated that a conference will be organized with a broad range of national regional and international participants. These will include the past CDFE consortium, the current SUP4PCL partnership, the League of Arab States (LAS), the Arab League Educational Cultural and Scientific Organization (ALECSO), the Queen Rania Teacher Academy (QRTA), UNESCO, UNICEF, World Bank, Save the Children, and the European Union. The conference will disseminate the results across borders in the Arab region and Europe. Another mechanism for dissemination will quite obviously be to publish action research and documentation of the transformations occurring in CPD and teacher performance in schools in national, regional and international journals. A strong interactive high-quality website will be developed with links to others ensuring dialogue and sharing of information. Moreover to ensure the optimal use of results close links will be forged with the SCU in Egypt which has formed a specialized task force for the reform of FOEs and they have been particularly impressed by the results of the TEMPUS CDFE project and plan to build on it. The task force is especially concerned and mandated to effectuate policy reform. A major theme adopted by the task force from the previous project is the consolidation of partnerships between university and school and the need to engage FOEs in modernized forms of CPD.G.3. SustainabilityExplain how the impact of this project will be sustained beyond its lifetime. Please list the outcomes that you consider sustainable and describe the strategy to ensure their long lasting use beyond the project's life - financially, institutionally and policy level. Also explain how the results will be mainstreamed and multiplied in the sector of activity and in the participating institutions. Describe the strategy foreseen to attract co-funding and other forms of support for the project (limit 2000 characters). FORMTEXT On the political and policy level it is envisaged that much policy dialogue will take place during the life of the project. There are already clear indications that the trends incorporated in the project are ones that have been carefully developed by national policy in recent years. Both the Ministry of Higher Education (MOHE) and the Ministry of Education (MOE) have in recent years stressed the importance of their collaboration together. The idea of universities adopting public schools has been raised, however there was no clarity of how to do that on the ground. The political will is already secured to ensure sustainability. On the institutional level it is expected that the various partnerships developed will be lasting and sustainable. The partnerships will be sealed with multi-year MOUs. Meanwhile, it is to be noted that the institutions involved in the partnership are public ones thus more likely to be sustained. Most of the results from the SUP4PCL will be sustained. The quality assurance units in the schools are already politically and legally established and will be accredited by a regulatory body, similarly the materials developed for school based CPD will also be appropriated by the Professional Academy for Teachers (PAT) and accredited by them. The use of technology will of course support the exploitation of results, dissemination and sustainability. The school clusters are also fitting existing initiatives within the MOE strategic plan. The idea of establishing Professional Development (PD) schools is also widely accepted amongst policy circles. It is anticipated that both the MOE and MOHE will manage the mainstreaming of the model as school based CPD is a proven cost effective method.LOGICAL FRAMEWORK MATRIX – LFMWider Objective: ?What is the overall broader objective, to which the project will contribute? FORMTEXT Build the capacity of FOEs to enhance and modernize CPD in the Egyptian contextIndicators of progress:What are the key indicators related to the wider objective? FORMTEXT Monthly CPD events held in partnership neighbouring schoolsCPD held over the time span of programDiverse forms of CPD events heldTechnology enhanced CPDHow indicators will be measured:What are the sources of information on these indicators? FORMTEXT School and workplace observationsInterviewsReportsJournalsAudio visual recording Specific Project Objective/s:What are the specific objectives, which the project shall achieve? FORMTEXT 1. FOE develops PD neighbouring schools2. FOEs produce baseline needs assessment of neighbouring schools 3. EU partners to develop FOE mentorsFOE develops mentors4. FOE develops PCL5. FOE develops Systems for assessment and quality assurance for CPDIndicators of progress:What are the quantitative and qualitative indicators showing whether and to what extent the project’s specific objectives are achieved? FORMTEXT Each partner FOE institution adopts five neighbouring schools as PD schoolsProtocols signed for the FOE/school partnershipFifteen baseline studies produced for 15 PD schoolsThirty FOE mentors trained Seventy five master mentors trainedSeventy five PCLs formed and functioningSchool units for quality assurance staffed and functioningHow indicators will be measured:What are the sources of information that exist and can be collected? What are the methods required to get this information? FORMTEXT FOE and School visit reports as well as video footageCopies of the signed protocolsBaseline documents producedMentors observed in operation with video and other documentationReflection memoires, journals, action plans and minutes of meetingsObservations, interviews and video filmingAssumptions & risks:What are the factors and conditions not under the direct control of the project, which are necessary to achieve these objectives? What risks have to be considered? FORMTEXT Assumptions: Peace, security,University administration and schools will support collaborative structures, national policies supporting the partnerships. Risk factors: Revolution,strikes,wars,terrorist attacks,climate change, obstructive policies and practices.Outputs (tangible) and Outcomes (intangible):Please provide the list of concrete DELIVERABLES - outputs/outcomes (grouped in Workpackages), leading to the specific objective/s.: FORMTEXT Preparation:1. Strenghten FOE school partnership2. Strengthen quality assurance units in neighbouring schoolsDevelopment:3. Create school clusters4. Develop materials in hard and soft copy format5. Develop online learning possibilities6. Develop portfoliosQuality Plan7. Assessment tools8. M& E reportsDissemination and exploitation of results9. Policies to enhance CPDManagement10. Working systems in place11. Time lines established12. Reports completed13. Conflict resolution systems established Indicators of progress:What are the indicators to measure whether and to what extent the project achieves the envisaged results and effects? FORMTEXT Signed agreements for partnership between FOE and schoolsForty five quality assurance units functioningEighteen clusters of schools establishedDiverse materials producedassessment tools producedSuccessful policy dialogue with responsible officials at all levelsNumber of assessment reportsThe production of M & E mechanisms for quality assurance of the projectNumber of improvement plans reflecting university- school partnerships Number of management reportsNumber of technical and financial reportsAgreement on a conflict resolution system How indicators will be measured:What are the sources of information on these indicators? FORMTEXT ObservationsDocumentsPoliciesAccreditation Assumptions & risks:What external factors and conditions must be realised to obtain the expected outcomes and results on schedule? FORMTEXT Assumptions: Peace, security,University administration and schools will support collaborative structures, national policies supporting the partnershipsRisk factors Revolution,strikes,wars,terrorist attacks,climate change, obstructive policies and practicesActivities:What are the key activities to be carried out (grouped in Workpackages) and in what sequence in order to produce the expected results? FORMTEXT 1. PreparationSelection of teams and focal personsComplete needs assessmentPerform coachingtravel and mobility2. DevelopmentDeveloping materialsTraining workshopsSchool visits Travel and mobility3.Quality PlanMonitor and evaluate visits Mid-term reviewTravel and mobility4.Dissimination and exploitation of resultsDocumentationPolicy DialogueConference Publish Studies and reports Media briefsSchool visitsTravel and mobility5.ManagementManagement meetingsCreate websiteDevelop work planTechnical reporting and documents review Financial reporting and documents reviewTravel and mobilityInputs:What inputs are required to implement these activities, e.g. staff time, equipment, mobilities, publications etc.? FORMTEXT A total of 6557 days in staff timeEquipment: 75 desktops, 32 printers, 35 camcorders, 20 data show projectors, 20 laptops, 20 hard disks331 mobilitesAssumptions, risks and pre-conditions:What pre-conditions are required before the project starts? What conditions outside the project’s direct control have to be present for the implementation of the planned activities? FORMTEXT Preconditions such as funding,team building, partnerships, Peace and securityRisks: partners drop out, Revolution,strikes,wars,terrorist attacks,climate change, obstructive policies and practicesWORKPLANPlease use the model provided. Applicants are expected to complete a one-page work plan for each project year.For each year of your project proposal, please complete a work plan indicating the deadlines for each outcome and the period and location in which your activities will take place. Please create additional work plan tables if further space is needed.The same reference and sub-reference numbers as used in the logical framework matrix must be assigned to each outcome and related activities.Activity carried out in the Programme Country: = (E.g. activity in France for two weeks in the first month of the project 2= under M1)Activity carried out in the Partner Country (ies): X (E.g., activity in Tunisia for three weeks in the second month of the project: 3X under M2)WORKPLAN for project year 1 ?ActivitiesTotal duration(number of weeks)M1M2M3M4M5M6M7M8M9M10M11M12Ref.nr/Sub-refnrTitle1.1Selection of university teams and focal persons4x1.2Complete needs assessment12xoxoxo1.3Perform coaching24XoXoXo XoXoxo2.1Developing material 16XoXoXoxo2.3School visits16xxxx3.1Monitoring and evaluation tools and visits48OOOOOOOOOOOo4.1Policy dialogue44xxxxxxxxxxx5.1Management meetings 48xoxoXoXoXoXoxoxoxoxoXoxo5.3Review work plan 48xoxoXoXoXoXoxoxoxoxoXoxo5.4Creation of internal organization8Xxx5.5Technical reporting and documents review48XXXXXXXXXXXX5.6Financial reporting and documents review48xXXXXXXXXXXxWORKPLAN for project year 2 ?ActivitiesTotal duration(number of weeks)M1M2M3M4M5M6M7M8M9M10M11M12Ref.nr/Sub-refnrTitle2.1Developing material8Xoxo2.2Training workshops40xxxxxxxxxx2.3School visits48xxxxXXXXXxxx3.1Monitoring and evaluation tools and visits48OOOOOOOOOOOo3.2Mid-term review16XoXoxoxo4.1Policy dialogue48xxxxxxxxxxxx4.3Publish studies and reports12Xoxoxo4.4Media brief 40xoxoxoxoxoxoxoxoxoxo4.5School visits48xxxxXXXXXxxx5.1Management meetings 48XoXoxoxoxoxoXoXoXoxoxoxo5.2Create websites36xoxoxoxoXoXoXoXoxo5.3Review work plan48XO XOXOXOXOXOXOXOXOXOXOXO5.5Technical reporting and document review48xxxxXXXXXxxx5.6Financial reporting and document review 48xxxxXXXXXxxxWORKPLAN for project year 3 ?ActivitiesTotal duration(number of weeks)M1 M2 M3 M4 M5M6M7M8 M9M10M11 M12 Ref.nr/Sub-refnrTitle2.2Training workshops40XXXXXXXXXX2.3School visits40XXXXXXXXXX3.1Monitoring and evaluation tools and visits48OOOOOOOOOOOo4.1Policy dialogue44xxxxxxxxxxx4.2Conference xoxoxoxoxo4.3Publish studies and reports32XoXoXoXoXoXoXo xo4.4Media brief 48xoxoxoxoxoxoxoxoxoxoxoxo4.5School visits36xxxxxxxxx5.1Management meetings 44xoxoXoXoXoXoXoXoXoXoXo 5.2Create websites28XoXoXoXoXoxoxo5.3Review work plan24XoXoXoXoXoxo5.5Technical reporting and documents review 48xxxxxxxxxxxX5.6Financial reporting and documents review48xxxxxxxxxxxxPART H - Work packagesPlease enter the different project activities you intend to carry out in your project. Make sure that the information in this section is consistent with the project Logical Framework Matrix.H.1. Description of work packages, outcomes and activitiesWork package type and ref.nr ?PREPARATION1TitlePreparation Related assumptions and risksAssumptions?: funding, team building, partnershipsRisks?: Partners drop out, Revolution,strikes,wars,terrorist attacks,climate change, obstructive policies and practicesDescriptionThis work package aims at selecting teams and focal persons to help in creating a needs assessment study for each of the participating schools with the help of the EU partners who will develop the necessary tools and skills. The work package will also aim at coaching mentors both at Faculties of Education and Schools. Since observations are needed of current models of mentoring, Egyptian participants will travel to experience such models in partner EU countries as part of this work package. EU partners will also travel to Egypt to coach faculty. TasksSelection of teams and focal persons Complete needs assessmentPerform coachingTravel and mobilityEstimated Start Date (dd-mm-yyyy)15- 10- 2016Estimated End Date (dd-mm-yyyy)30- 06 - 2017Lead OrganisationAUC Participating OrganisationMLU, ULEIC, UL, UoN, AU, ASU, HU, Deliverables/results/outcomesExpected Deliverable/Results/OutcomesWork Package and Outcome ref.nr1.1.Title: Selection of university teams and focal personsType: ? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description Select members from each institution to act as the focal persons who are permanent or tenured, who are able to communicate internationally, who are enthusiastic about the project and believe in change in transformation, who are willing to overcome traditional hierarchies, who have sufficient time to invest in the partnership and who are willing to travel. This will help strengthen FOE-School partnershipDue dateOctober 2016LanguagesEnglishTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalExpected Deliverable/Results/OutcomesWork Package and Outcome ref.nr1.2.Title: Complete needs assessmentType: ? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description Each FOE will help schools identify their needs based on the use of tools, methods and skills developed by the EU partners. This will help contextualise and tailor the skills needed in each school and will act as the main corner stone of the project in general. Fifteen baselines reports will be produced. Due dateJanuary 2017LanguagesEnglishTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalExpected Deliverable/Results/OutcomesWork Package and Outcome ref.nr1.3.Title: Perform coaching Type: ? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description EU partners will travel to Egypt to work closely with FOEs in Egypt to develop the necessary tools and methods for the needs assessment and coaching, they will also train mentors in FOEs on various aspects of CPD, school-based PD, how to develop school clusters and models of mentorship. Egyptian partners will travel to EU to observe different models and write improvement plans . Twenty four FOE mentors will be trained and ready to train 75 school mentors as a result of this activity. Due dateJune 2017LanguagesEnglishTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalPlease copy and paste tables as necessary. Work package type and ref.nr ?DEVELOPMENT2TitleDevelopment Related assumptions and risksAssumptions?: funding, team building, partnershipsRisks? Partners drop out, Revolution, strikes, wars, terrorist attacks, climate change, obstructive policies and practicesDescriptionThis work package aims to develop various materials that will be used throughout the needed trainings and workshops. It will also include school visits to create school clusters. Schools will be selected using the following criteria: public schools, neighboring, schools has a Quality Assurance unit, willingness to participate, has technological infrastructure. EU partners will travel to Egypt to help in the training and material development. TasksDeveloping materialTrainingTravel and mobilityEstimated Start Date (dd-mm-yyyy) 01-06-2017Estimated End Date (dd-mm-yyyy)30-07-2019 Lead OrganisationUniversity of Northampton UoNParticipating OrganisationUL, MLU, ULEIC, AU, ASU, HU, AUCDeliverables/results/outcomesExpected Deliverable/Results/OutcomesWork Package and Outcome ref.nr2.1.TitleDeveloping material Type? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description This activity is needed to develop training material for FOE faculty to use with school teachers. The materials include areas of focus on Pedagogies of teaching and learning, Science Technology Engineering and Maths STEM subjects, Special Educational Needs SEN, Global citizenship and Sustainable development. Material will be developed using both formats of soft and hard copy online and face to face training material. This activity will initiate and kick start the development of Portfolios. EU partners will travel to Egypt to help in developing the training material. Due dateNovember 2017LanguagesEnglish, ArabicTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalExpected Deliverable/Results/OutcomesWork Package and Outcome ref.nr2.2.TitleTraining Workshops Type? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description FOE members will present the material developed to school teachers and pedagogical leaders who will be trained on various models of mentorship. Workshops will be conducted using advanced technology through blended format models that include online and face-to-face interaction. Seventy five master mentors will be trained. EU partners will travel to Egypt to coach and monitor the training and mentoring activities. Due dateJuly 2019 LanguagesEnglish, ArabicTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalExpected Deliverable/Results/OutcomesWork Package and Outcome ref.nr2.3.TitleSchool visits Type? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description Neighbouring Schools will be visited for monitoring purposes to ensure that the process of forming the PD school clusters is running as planned. In addition these visits will inform the development of the materials. Progress reports from the 15 PD schools will be delivered. Due dateJuly 2019 LanguagesArabicTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalPlease copy and paste tables as necessary.Work package type and ref.nr ?QUALITY PLAN3TitleQuality PlanRelated assumptions and risksAssumptions?: funding, team building, partnershipsRisks: Partners drop out, Revolution, strikes, wars, terrorist attacks, climate change, obstructive policies and practicesDescriptionThis work package aims to ensure that there are various mechanisms included in the project for quality control and monitoring. This will be developed with the help of EU partners in addition to using tools and material based on the previous TEMPUS CDFE project. TasksMonitoring and evaluation tools and visitsTravel and MobilityMid-term review Estimated Start Date (dd-mm-yyyy)15-10-2016 Estimated End Date (dd-mm-yyyy)30-09-2019Lead OrganisationUniversity of Leicester, ULEICParticipating OrganisationASU, UoL, MLU, AU, UoN, HU, AUCDeliverables/results/outcomesExpected Deliverable/Results/OutcomesWork Package and Outcome ref.nr3.1.TitleMonitoring and evaluation tools and visitsType? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description This activity ensures that the project is progressing as planned through the implementation of various assessment tools developed with the help of the EU partners. These tools will help measure processes and outcomes in addition to various indicators and benchmarks on an ongoing basis. Assessment tools and four M & E reports (including a final one) will be produced.Due dateSeptember 2019LanguagesEnglishTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalExpected Deliverable/Results/OutcomesWork Package and Outcome ref.nr3.2.TitleMid-term review Type? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description Midterm meeting will be held during the lifetime of the project. This comes as one of the tools that ensure the project is progressing as planned. It also helps provide for alternatives if change is needed. Sessions during the management meeting will be devoted for this purpose. A technical and financial report will be delivered and recommendation will be discussed with partners as needed. Due dateMarch 2018 LanguagesEnglishTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalPlease copy and paste tables as necessary.Work package type and ref.nr ?DISSEMINATION & EXPLOITATION4TitleDissemination & Exploitation of results Related assumptions and risksAssumptions?: funding, team building, partnershipsRisks: Partners drop out, Revolution, strikes, wars, terrorist attacks, climate change, obstructive policies and practicesDescriptionThroughout the project, there will be efforts to hold workshops amongst the existing stakeholders as well as with new stakeholders. This includes policy makers from local representatives of the MoE, NGOs, PAT, members of the Supreme Council of Universities and NAQAAE. School clusters will be in constant visits to each other to provide for support and disseminate ideas. Audio-visual recordings will be used to help document and disseminate progress and outcomes. A conference will be held at the end of the project including national and international representatives. Research carried out throughout the lifetime of the project and documentations will be published in international journals and conferences.TasksDocumentationEnter into policy dialogueConferencePublish studies and reportsMedia briefsSchool visits Travel and mobility Estimated Start Date (dd-mm-yyyy)15-10-2016 Estimated End Date (dd-mm-yyyy)30-09-2019 Lead OrganisationHelwan University, HU and AUCParticipating OrganisationAU, ASU, UoL, MLU, UoN, ULEIC , AUCDeliverables/results/outcomesTyp???????????????????Expected Deliverable/Results/OutcomesWork Package and Outcome ref.nr4.1TitlePolicy dialogue Type? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description Policy briefs will be the main outcome of continuing dialogue between various stakeholders during the lifetime of the project. One of the purposes of the local management meetings between partners from Egypt is to have this ongoing dialogue. This activity will produce policy briefs as needed to present to decision makers in order to disseminate and sustain the results of the initiative. Due dateAugust 2019 LanguagesEnglish, ArabicTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Policy makers and accrediting organisations such as PAT, NAQAAE, QRTA and othersDissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalExpected Deliverable/Results/OutcomesWork Package and Outcome ref.nr4.2TitleConference Type? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description A final end of project conference will be held to present the projects’ major outcomes, which will help disseminate the results across borders in the Arab region and Europe. As a result of this conference, participants will get familiarized with the project to possibly use the model in their own institutions. Major project outcomes will be shared with and disseminated to the participants.Due dateSeptember 2019 LanguagesEnglish, ArabicTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Policy makers and accrediting organisations such as PAT, NAQAAE, QRTA and others and international researchers.Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalExpected Deliverable/Results/OutcomesWork Package and Outcome ref.nr4.3TitlePublish studies and reports Type? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description Research and case studies in addition to reports throughout the lifetime of the project will be published in international conferences and journals. This will help in the visibility of the project at the international level. Due dateMay 2019 LanguagesEnglishTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)researchers in the field of education Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalExpected Deliverable/Results/OutcomesWork Package and Outcome ref.nr4.4TitleMedia briefs Type? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description Media will be a strong partner of the project as it will help constantly disseminate the various activities of the project with the aim of not only educating specialists and policy makers but also the public at large. The main outcome of this activity is to disseminate the models and successful practices developed by the project and familiarize the public at large with such efforts.Due dateSeptember 2019 LanguagesArabic, EnglishTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)researchers in the field of education , public at largeDissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalExpected Deliverable/Results/OutcomesWork Package and Outcome ref.nr4.5TitleSchool visits Type? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description The existing school clusters will constantly exchange visits and lessons learned. The project will invite other stakeholders for field school visits to understand and observe what the activities are in operation and what they aim to achieve. This will help establish Peer Communities of Learners that this project aims to achieve as one of its major outcomes. Due dateJune 2019 LanguagesEnglish, ArabicTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalPlease copy and paste tables as necessary. Work package type and ref.nr ?MANAGEMENT5TitleManagement Related assumptions and risksAssumptions?: funding, team building, partnershipsRisks: Partners drop out, Revolution, strikes, wars, terrorist attacks, climate change, obstructive policies and practicesDescriptionThis WP will ensure that the project is well coordinated and managed at every phase through various mechanisms such as meetings, the creation of a strong website and various other communication conduits. The management system of the project will ensure that planning is well developed and time lines adhered to. Moreover the management systems will allocate roles and responsibilities and ensure financial accountabilities are respected. Finally the management organizing institutes will develop their own internal system of work including methods of conflict resolution.TasksMeetings Create website Develop work plan Creation of internal organizationTechnical reporting and documents review Financial reporting and documents review Travel and mobility Estimated Start Date (dd-mm-yyyy)01-10-2016 Estimated End Date (dd-mm-yyyy)30-09-2019 Lead OrganisationAUCParticipating OrganisationAll othersDeliverables/results/outcomesExpected Deliverable/Results/Outcomes ?Work Package and Outcome ref.nr5.1.TitleMeetingsType? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description Four management meetings will be held among partners in the life of the projectDue dateAugust 2019 LanguagesEnglishTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalExpected Deliverable/Results/Outcomes ?Work Package and Outcome ref.nr5.2.TitleCreate websitesType? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description Project websites will be created. This will help consolidate the partners’ professional relationship and continue the dialogue. Reports and material could be uploaded on the created website for further use and dissemination. Due dateApril 2019 LanguagesEnglishTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalExpected Deliverable/Results/Outcomes ?Work Package and Outcome ref.nr5.3.TitleAdjust workplanType? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description A collaborative work plan will be subject to review when necessary. The review will be done during the management meetings to ensure that the work packages and activities are running and functioning as planned and to suggest any changes when necessary. This will be documented through the reports.Due dateMarch 2019 LanguagesEnglishTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalExpected Deliverable/Results/Outcomes ?Work Package and Outcome ref.nr5.4TitleCreation of internal organizationType? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description Internal discipline and roles and responsibilities clearly spelt. This will help reduce any conflicts among the partners and ensure that the project activities and outcomes will be achieved. Due dateDecember 2016 LanguagesEnglishTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalExpected Deliverable/Results/Outcomes ?Work Package and Outcome ref.nr5.5TitleTechnical reporting and documents reviewType? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description Following up, monitoring and reviewing documents, TORs and reports produced by partners and writing the project reports.Due dateSeptember 2019 LanguagesEnglishTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalExpected Deliverable/Results/Outcomes ?Work Package and Outcome ref.nr5.6TitleFinancial reporting and documents reviewType? Teaching material? Learning material? Training material? Event? Report ? Service/Product Description Following up, reviewing and monitoring financial documents and reports produced by partners and preparing the project financial reports’ Due dateSeptember 2019 LanguagesEnglishTarget groups? Teaching staff ? Students ? Trainees ? Administrative staff? Technical staff ? Librarians ? OtherIf you selected 'Other', please identify these target groups. (Max. 250 characters)Dissemination level? Department / Faculty ? Institution? Local? Regional? National? InternationalH.2. Explanation of work package expendituresPlease explain what costs will be associated to each work package and covered by lump sums, flat rates, unit costs, and real costs. Provide information on the travels necessary to complete the workpackage. Detailed information on each travel must be indicated in the Budget Excel table. If purchase of equipment is required, explain how the respective equipment addresses the needs identified in the project. Remember that the specification of each item, including the partner country university/ies at which equipment will be installed, must be detailed in the Budget Excel table. If any subcontracting is considered necessary for the implementation of the project, please explain why the task cannot be performed by the consortium members themselves (limit 3000 characters). FORMTEXT The first Work Package WP for preparation has a total cost of 253,485 Euro some of which is paid in unit costs worth 55,525 for staff costs and 102,960 for travel. The real costs of equipment for this WP is 95,000. The second WP for development has a total cost of 115,593 Euro some of which is paid in unit costs worth 93,033 for staff costs and 22,560 for travel. The third WP for quality plan has a total cost of 45,264 Euro some of which is paid in unit costs worth 38,424 for staff costs and 6,840 for travel. The fourth WP for dissemination has a total cost of 153,213Euro some of which is paid in unit costs worth 65,583 for staff costs and 22,830 for travel. The lump sum for sub-contracting in this WP is 64,800Euro. The fifth WP for management has a total cost of 180,902 Euro some of which is paid in unit costs worth 36,772 for staff costs and 134,130 for travel. The lump sum for sub-contracting in this WP is 10,000 Euro. Travel for WP1 will entail four European partners one from each of the program country institutions coming to Egypt to support the conduct of needs assessment. Based on their visit the European partners will develop programs for 33 Egyptian partners to travel to the various European institutions to observe CPD models. For WP 2 the European partners will again come to Egypt three times to coach and support the development of materials for school based CPD. Each European institution will be represented by one coach. In WP 3 University of Leicester will send three experts on monitoring and evaluation to assess the progress of work. As for WP 4 the planned travel will cover the needed mobility of the European partners to join hands with the Egyptian institutions to complete the case studies of the work done. Meanwhile the final dissemination event will require that all partners travel. During WP 5, much travel is required to meet the needs of 4 international management meetings and 4 national management meetings. In addition the management of the project will require much internal travel to ensure timely financial disbursement as well as overseeing and coordinating the technical work done. The equipment in the project is most necessary at the university and school level in order to support and enhance the needed coaching both on line and face to face. The data show equipment will facilitate face to face encounters while the remaining equipment will be used for blended coaching purposes as well as the need for documenting all innovative activities at the school and university sites. The equipment will also support the adoption of new pedagogies and continued learning. The subcontracted portions of the budget are necessary as the AUC team cannot perform translation or auditing services for themselves. The team will also need external professional and technical support to establish a website, print and publish materials and organize large events such as the conference.If your project involves a Special Mobility Strand, please explain what support will be required under each budget heading in order to cover organisational costs (such as special needs, exceptional, non-online linguistic support, etc.) (limit 2000 characters). FORMTEXT NAH.3 Consortium partners involved and resources required to complete the work packageIndicative input of consortium staff?- The total number of days per staff category should correspond with the information provided in the budget tables.Work PackageRef.nr PartnernrPartner acronymCountryNumber of staff days ?Role and tasks in the work packageCategory1Category2Category3Category4TotalPREPARATIONP1AUCEgypt962882880672P2AUEgypt084016100P3HUEgypt084016100P4ASUEgypt084016100P5ULEICUK0270431P6UONUK0270431P7MLUGermany0270431P8ULIreland0270431SUBTOTAL96648288641096DEVELOPMENTP1AUCEgypt962882880672P2AUEgypt02602500510P3HUEgypt02602500510P4ASUEgypt02602500510P5ULEICUK02701239P6UONUK02701239P7MLUGermany02701239P8ULIreland02701239SUBTOTAL9611761038482358?QUALITY PLANP1AUCEgypt962882880672P2AUEgypt00000P3HUEgypt00000P4ASUEgypt00000P5ULEICUK0820486P6UONUK00000P7MLUGermany00000P8ULIreland00000SUBTOTAL963702884758DISSEMINATION & EXPLOITATIONP1AUCEgypt962882880672P2AUEgypt021500215P3HUEgypt021500215P4ASUEgypt021500215P5ULEICUK00044P6UONUK0300838P7MLUGermany0300838P8ULIreland0300838SUBTOTAL961023288281435MANAGEMENTP1AUCEgypt962882880672P2AUEgypt00341650P3HUEgypt00341650P4ASUEgypt00341650P5ULEICUK00101222P6UONUK00101222P7MLUGermany00101222P8ULIreland00101222SUBTOTAL9628843096910?TOTAL480350523322406557?Please insert rows as necessarySubcontracting of tasks to external bodies should be very occasional. The specific competences and particular expertise needed to reach the project objectives should be found in the consortium and should determine its composition. Subcontracting is intended for specific, time-bound, project-related tasks which cannot be performed by the Consortium members themselves.Tasks that will be subcontracted:Work Package Ref.nrPartner responsible for sub-contracting(Acronym) CountryNumber of days (where appropriate)Brief description of task ?5AUCEgyptNAExternal Audit4AUCEgyptNAOrganizing of a major conference, which will require planning beyond the capacity of the internal team4AUCEgyptNADesigning and setting up of a website which will require technical specialized skills not within the purview of the team4AUCEgyptNAPrinting of publications4AUCEgyptNATranslationPlease insert rows as necessary.PART I – Special Mobility StrandApplies ONLY to cooperation projects with partner countries from REGIONS 1, 2 and 3Projects may organise mobility activities of students, researchers and staff so far as they support/complement the other activities of the Capacity Building project and bring added value in the realisation of the project's objectives. Mobility activities do not constitute the main activities for Capacity Building.I.1. Relevance of mobility activities Please describe what kind of mobility activities are foreseen in the Special Mobility Strand, what are their objectives and expected results. Explain how the mobility activities of students, researchers and staff support/complement the other activities of the Capacity Building and bring added value in the realisation of the project's objectives (limit 3000 characters). FORMTEXT ?????I.2. Identification and selection of the participants Please describe the procedures set up for identification and selection of participants for the mobility activity (limit 1000 characters). FORMTEXT ?????I.3. Preparation and supportPlease describe the structure for preparation of the participants for the mobility activity, including specific training or course, linguistic preparation etc. Please explain the support provided in terms of accommodation, insurances, etc. Please explain the quality measures set up in the sending and receiving organisations for monitoring the mobility activity and measures to be taken if the results foreseen are not met (limit 2000 characters). FORMTEXT ?????I.4. Involvement of people with fewer opportunities Does your project involve people with fewer opportunities? ? YES ? NOIF YES, how many participants coming from which countries and organisations would fall under this category? Specify the type of situation of fewer opportunities these participants are facing (limit 2000 characters). FORMTEXT ?????Please explain the nature of the support required and how it will be addressed, so that these persons can fully engage in the foreseen activities (limit 1000 characters). FORMTEXT ?????I.5. Recognition and validation of learning outcomes Please explain how the project intends to recognise and validate the teaching and/or learning outcomes of the participants (limit 1000 characters). FORMTEXT ?????PART J - OTHER EU grantsPlease list the projects for which the organisations involved in this application have received financial support from EU programmes. Programme or initiativeReference numberBeneficiary OrganisationTitle of the Project ?Tempus511132-TEMPUS-1-2010-1-DE-TEMPUS-JPHESAmerican University in CairoEducation for Sustainable Development beyond the CampusFEM34-23American University in CairoClimate Change and Economic Growth: An Intertemporal General Equilibrium Analysis for EgyptTempus158979-TEMPUS-UK-TEMPUS-SMGRAmerican University in CairoLeadership in Higher Education ManagementTempusTEMPUS IV-2012-3168/001-001American University in Cairo"PRO-GREEN: Joint/Dual Professional Graduate Diploma and Professional Degree in Green Technologies"Tempus530611-TEMPUS-1-2012-1-IT-TEMPUS-JPCRAmerican University in CairoGreen Innovation and Entrepreneurship Programme (GIEP)613370American University in CairoMedia, Conflict and Democratisation (MeCoDEM)612782American University in Cairo"Freedom, dignity and justice"": A comprehensive approach to the understanding of youth exclusion and the prospects for youth inclusion and overall change in the South and East Mediterranean"613174American University in CairoSAHWA - Empowering the young generation: towards a new social contract in South and East Mediterranean countriesTempus544397-TEMPUS-1-2013-1-IT-TEMPUS-JPHESAmerican University in CairoKnowledge-Triangle Platform for Water-Energy-Food Nexus (TriNex)FP7FP7 - 319017Helwan Univesity (partner )-UNIROMA3SHuMED (Sustainable Human Development for Med Countries)FP7FP7-Energy – 2013-1Helwan Univesity (partner )-European Renewable Energy CouncilEUROSUNMED-Proposal No 608593FP7FP7-Energy-2010 Helwan Univesity (partner )-EC Frame Work Program 7Multipurpose Applications by Thermodynamic Solar (MATS)TempusTempus Project 159210_JPHESHelwan Univesity (partner )-University of AlicanteMediterranean Innovation Alliance (MEDINNOALL)TempusTempus Project 530791-TEMPUS-I-2012-1-LB-TEMPUS-JPCR. Helwan Univesity (partner )-American University in LebanonPRO-GREEN: Joint/Dual Professional Graduate Diploma and Professional Degree in Green TechnologiesTempusTempus Project 530637_ JPCRHelwan Univesity (partner )-BirZeit UniversityJoint M.Sc. in Software Engineering (JMSE)TempusTempus Project 511209-1-TEMPUS -2010-1-ES-Tempus_JPCRHelwan Univesity (partner )-University of OviedoAdvanced Engineering Systems: Bridging the Gap between Academia and IndustryTempusTempus Project 517401-2011-ES_JPCRHelwan Univesity (partner )-University of OviedoClean Energy and Research in Environmental Studies (CERES)TempusTempus Project 145383-TEMPUS-2008-EG-JPHES-JP-00544-2008Helwan Univesity (partner )-American University in CairoEnterprise-University PartnershipTempusTempus Project ?ETF-JP-00338-2008Helwan Univesity (partner )-Kungliga Tekniska H?gskolan (KTH)Master of Engineering in Sound and Vibration (MSV)TempusTempus Project 144789_JPGRHelwan Univesity (partner )-University of AlicanteStrengthening the institutional capacity of Arab Universities (ALTAIR)TempusTEMPUSHelwan UniversityCrossing the Bridge with industry?TempusTEMPUS? MEDA_JEP-32050-2004)Helwan UniversityDevelopment of Mechatronics Division at Helwan University in Cooperation with Ain Shams UniversityTempusTEMPUS? EG 1019-04Individual Beneficiary/Helwan UniversityIMG-TEMPUS IMG EG 1019-04Erasmus MundusErasmus Mundus Action 2 – Strand 1Helwan Univesity (partner )-University of OviedoEmundus (MEDASTAR ) ProjectErasmus MundusErasmus Mundus Action 2 – Strand 1Helwan Univesity (partner )-PoLITO-politecnico di Torino, Italy.WELCOME - Widening Egyptian and Lebanese Cooperation and Mobility with EuropeErasmus MundusErasmus Mundus Action 2 – Strand 1Helwan Univesity (partner )-University of Wales Institute CardiffELEMENTErasmus MundusErasmus MundusHelwan Univesity (partner )-University of Wales?Institute in Cardiff, (UWIC), UK.Flow by Flow EU-Egypt Bridge Building.TEMPUS517102-TEMPUS-1-2011-1-SE-TEMPUS-JPCRAin Shmas University- Faculty of EngineeringELAB E-laboratories for physics, engineering and EducationTEMPUS158979-TEMPUS-1-2009-1-UK-TEMPUS-SMGRAin Shmas University- Faculty of CommerceLeadership in Higher Education ManagementTEMPUS530632-TEMPUS-1-2012-1-SE-TEMPUS- JPCRAin Shmas University- Faculty of EngineeringEU-EG -JO Joint Master Programme in Intelligent Transport SystemsTEMPUS530459-TEMPUS-1-2012-1-ES-TEMPUS-JPCRAin Shmas University- Faculty of ALSunInnovation and Development in Spanish as a Second Language (IDELE)TEMPUS530775-TEMPUS-1-2012-1-EG-TEMPUS-JPCRAin Shmas University- Faculty of EngineeringUsing Virtual Reality in Cultural Heritage EducationTEMPUS544460-TEMPUS-1-2013-1-IT-TEMPUS-JPCRAin Shmas University- Faculty of EngineeringHighway and Traffic Engineering: Curricular Reform for Mediterranean AreaTEMPUS544477-TEMPUS-1-2013-I-EG-TEMPUS-JPCRAin Shmas University- Faculty of EngineeringIndustrial Engineering and Management Sciences: New Postgraduate ProgramsErasmus+2013-4556/001-001Ain Shmas University- Faculty of EngineeringMobility to Enhance Training of Engineering Graduates in Africa (METEGA)Erasmus+561818 -EPP-1-2015-1-EG-EPPKA2-CPHE-JPAin Shmas University- Faculty of Computer and Information ScienceMaster in Health Informatics + HEALErasmus+561771-EPP-1-2015-1-EG -EPPKA2- CBHE- JPAin Shmas University- Faculty of EngineeringInternational Diploma for School Teachers in STEM Education/ eSTEMComenius Multilateral Network540149-LLP-1-2013-1-FR-COMENIUS-CNWUniversity of Leicester (ULEIC)Supporting Science Teacher Advancement through Inquiry (SUSTAIN)TEMPUS530614-TEMPUS-1-2012-1-EG-TEMPUS-JPHESUniversity of Leicester (ULEIC)Capacity Development in International Approaches to Teacher Education (CDFE)Anti-bullying strategies in schools658812University of NorthamptonHAHPEC - House and home: physical and emotional comfort in the country house, England and Sweden c.1680-1820Erasmus + KA2: Stregic Partnerships - Adult Education2015-1-UK01-KA204-013397University of NorthamptonEquity and Social Inclusion through Positive Parenting (ESIPP)Erasmus + KA2: Stregic Partnerships - VET2015-1-UK01-KA202-013651University of NorthamptonSEN Employment links: Working with Employers and Trainers to support Young People with Special Educational Needs/Disability into Employment (SENEL)Erasmus + KA2: Stregic Partnerships - Adult Education5291A788E2102841University of Northampton: main applicant?Dumlup?nar UniversityKnowledge is power, age ain't matter (KIPAM)Tempus 544464–TEMPUS–1 2013–1–DETEMPUS-SMHESUniversity of Northampton: main applicant University of Paderborn, GermanyCentre for Information and Recognition of Qualifications in Higher EducationBosnia and Herzegovina Qualification Framework for Higher EducationHorizon 2020 FP7 SSH.2013.2.1-2, grant agreement no 613179University of Northampton: main applicant?PIN S.c.r.l. Servizi Didattici e Scientifici per l’Università di FirenzeEnabling the flourishing and evolution of social entrepreneurship for innovative and inclusive societiesDAPHNE III JUST/2013/DAP/AG/5655 University of Northampton: main applicant?ICARO Consortium of Social CooperativesAnti-bullying strategies in schoolsERASMUS+2014-1-DE01-KA203-000694 Martin Luther University (MLU)SicVis – Make Science visiblaComenius Network527525-LLP-2012-DE-COMENIUS-CNW Martin Luther University (MLU)SciCampComenius Network527333-LLP-1-2012-1-DE-COMENIUS-CNV Martin Luther University (MLU)- PH FreiburgINSTEMErasmus +KA2 Strategic Partnerships2015-1-TR01-KA203-021768University of LimerickIdentifying best practice across physical education teacher education programmes: A European perspectiveErasmus +Sports – Collaborative Partnerships2015-3130-001/001University of LimerickFix the FixingErasmus +KA2 Strategic Partnerships2015-1-DE02-KA202-002278University of LimerickTecCOMFrame – A Joint European Academic Competence Framework and Curricula for the Training of Technical CommunicatorsErasmus +KA2 Strategic Partnerships2015-3-DE02-KA205-001118University of LimerickConnect 2 0E+ KA2 Strategic Partnerships2014-1-UK01-KA200-001529?University of LimerickInclusion Training in Intellectual Disability for Educators in Europe ?E+ KA2 Strategic Partnerships2014-1-IE01-KA200-000342University of Limerick Supporting problem based learning n SMEs through IT facilitated mentoring [Archimedes]H2020-MSCA-ITN-2014642682University of Limerick -UL (Partner)Airborne Wind Energy System Modelling, Control and Optimisation (AWESCO)H2020-ICT-2014-1644453University of Limerick -UL (Partner)Thermally Integrated Smart Photonics Systems (TIPS)H2020-NMP-2014-two-stage646167University of Limerick -UL (Coordinator)iBUS – an integrated business model for customer driven custom product supply chainsH2020-MSCA-ITN-2014643095University of Limerick -UL (Partner)Research and training network on MIniaturized Gas flow for Applications with enhanced Thermal Effects (MIGRATE)H2020-ICT-2015688099University of Limerick -UL (Partner)Cloud Large Scale Video Analysis (Cloud-LSVA)H2020-ICT-2015688175University of Limerick -UL (Partner)Soft modular biomimetic exoskeleton to assist people with mobility impairments (XoSoft)H2020-TWINN-2015691980University of Limerick -UL (Partner)Excelling LABUST in marine robotics (EXCELLABUST)H2020-LCE-2015-3691846University of Limerick -UL (Partner)Fostering Sustainable Feedstock Production for Advanced Biofuels on underutilised land in Europe (FORBIO)Tempus530775-TEMPUS-1-2012-1-EG-TEMPUS-JPCRAlexandria UniversityUsing Virtual Reality in Cultural Heritage EducationTempus543716-TEMPUS-1-2013-1UK-TEMPUS-JPGRAlexandria UniversitySustainable Ways to Increase Higher Education Students’ Equal Access to Learning EnvironmentsErasmus +561651-2014-JP-GRAlexandria UniversityA Bottom-up Approach for Opening Up Education in south-Mediterranean Countries OPENMEDErasmus +561768-2014-JP-CDAlexandria UniversityMaster Curriculum, Capacity Building and Network Development in Traffic Safety in Egypt, Jordan and Lebanon/MENA-SAFEErasmus +561771-2014-JP-CDAlexandria UniversityInternational Diploma for School Teachers in STEM Education /eSTEAMPlease insert rows as necessary.Please list other grant applications submitted by your organisation, or by any partner organisation in this project proposal. For each grant application, please mention the EU Programme concerned and the amount requested. Programme concernedBeneficiary OrganisationAmount requestedErasmus + - Key Action 2American University in Cairo (as partner organization)€199,156 (AUC’ portion of budget)Marie Curie (Key Action 2: Innovative Training Network) H2020-MSCA-ITN-2016Proposal title: Coherent Approach for Promoting Educational Equity in Schools (CHANCES)University of Leicester (ULEIC)€546575.76Head and Neck Oncology Good Clinical Practice: A new Comprehensive Task Force- Curriculum and Fellowship Program.Erasmus+Ain ShamsUniversity- Faculty of Medicine N/AEmpowering Universities in Syria, Lebanon, Egypt and Palestine for Reconstruction and Rehabilitation of Buildings and Infrastructure in Disaster Areas.Erasmus+Ain Shams University- Faculty of EngineeringN/APlease insert rows as necessary.CHECK LISTPlease make sure that you fully completed each part of this application form, as follows:? PART D - Quality of the project team and the cooperation arrangements?PART E - Project characteristics and relevance?PART F - Quality of the project design and implementation?PART G - Impact, dissemination and exploitation, sustainability?Logical Framework Matrix?Workplan?PART H - Work packages?PART I – Special Mobility Strand (where applicable)?PART J - Other EU Grants ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download